With increasing efforts in distance learning and growing enrollments, faculty and students are using internet technologies as a medium for learning. However, social networking use in distance learning courses is not a prevalent practice in the literature. As research suggests, distance teaching and learning can benefit from the incorporation of social media technologies (Akçayir, 2017; Bennett et al., 2012; Cao et al., 2013; Churcher et al., 2014; Cooke, 2017; Knouse & Abreu, 2016; Manca & Raneiri, 2016; Njoroge, 2016). The popularity of social media technologies contributes to the interest in using them in distance courses (Cao et al.  2013). The purpose of this quantitative study was to investigate faculty intentions to implement social networking into distance learning courses at a major public research university in the southeastern United States through the Theory of Reasoned Action (Ajzen & Fishbein, 1980). The Theory of Reasoned Action uses subjective norms and attitudes to predict behavioral outcomes (Ajzen & Fishbein, 1980). Furthermore, students fit the TRA model for positive intentions to use social networking sites, but faculty have not been studied in the TRA model. This study found distance faculty members intentions and behaviors are influenced by their attitudes and subjective norms. The implementation of more applications and newer social media technologies can enhance distance learning in higher education.