This paper describes practical issues involved in using LISTSERVs as a means of enhancing graduate-student education. During the spring semester of 1995, two classes in the Educational Administration and Educational Technology Departments of the College of Education, Kansas State University, utilized LISTSERVs as a means to continue class discussions. One class, the "proficient" class, was composed primarily of doctoral students majoring in educational technology. The other class, the "novice" class, was a staff-development class comprised largely of practicing school administrators. The novice class was hampered by their unfamiliarity with computers and access problems. The more proficient class communicated more frequently, at greater length, and with greater ease than did the novice class, using LISTSERV to continue discussion about issues brought up in class. Recommendations for effectively using LISTSERVs in collegiate instruction include: (1) address technical factors to ensure easy connection; (2) either require computer experience as a prerequisite or integrate training into the course content--do not address technical issues in an ad hoc fashion; (3) make arrangements for setting up student accounts and LISTSERV with the university well in advance of the course; and (4) carefully frame discussions on the LISTSERV within clear expectations. Appendices contain demographic data on students in the two classes. (Contains 8 references.) (LMI)