An ongoing distance learning project at the University of Northern Colorado (UNC) in Greeley is described. When the project, the Western Institute for Distance Education (WIDE), is complete, the system will provide access to education courses so that 98% of the state's population will be within 60 miles of a site. At present there are three operational sites: Greeley, Grand Junction, and Denver. In distance education, the learner is physically separated from the teacher, and communication is through some form of media. The purpose of WIDE is to support the UNC's statewide mission of delivering graduate teacher education programs to Colorado's citizens. In this program, the delivery system is compressed video, which employs T-2 telephone technology to transport live interactive two-way video, voice, and data between sites. WIDE uses every opportunity to gather affective data about attitude changes in students in the distance learning class. An example is provided in the discussion of a library catalog class. Both before and after taking the course, students in this distance education class were administered a survey concerning their affective concerns and feelings about being in such a class. All of these students experienced a positive attitude shift about the means of class delivery from the beginning to the end of the distance-delivered segment. Recommendations are made of ways to move the learner smoothly through the areas of concern predicted by the model of G. E. Hall: (1) awareness; (2) informational concern; (3) personal; (4) management; (5) consequence; (6) collaboration; and (7) refocusing. These factors must be addressed by those designing instruction so that it will meet the goals and objectives of the course being taught. (SLD)