In this discussion of ethics instruction in a distance education course the question is raised of how to develop a "fit" between the objectives of a course and the strategy for instruction, interaction, and evaluation. The paper discusses specific problems confronting distance education course planners. First, while the objectives of professional ethics courses appear to be obvious, they are, in fact, often unstated and obscure even to the instructor. Can the course planner clarify what a particular course is trying to achieve? Are there any typologies which might assist in this process? Second, depending on its objectives, each ethics course will require its own unique blend of instruction and interaction. Are the techniques and technologies required to develop the correct "mix" available to the course planner? In particular, can the interaction required by most ethics courses be transposed effectively and at reasonable cost from the classroom to the distance mode? Finally, when one is talking about right and wrong, grading becomes a problem. Are any evaluation techniques especially relevant to professional ethics courses offered at a distance? These considerations are discussed in the context of a description of three distance courses developed at the University of Victoria. What emerged from this experience is the fact that ethics courses can have quite radically different objectives, thus illustrating the potential dimensions of the goal identification dilemma. (JD)