Despite enormous growth of the Internet and its proliferation of tools, resources, and on-line communities, the connection between local learning environments and virtual learning environments remains tenuous. This paper examines this relationship, based upon a case study of an academic unit at the University of Colorado at Denver. Drawing on interviews, written surveys, and exchanges with students, the paper offers an analysis of factors that are critical to a user's choice to participate in the Internet and electronic mail. Factors include: (1) a clear payoff for learning the new technology; (2) overcoming technophobia; (3) cultural/personal compatibility; (4) proper support structure, from access to the Internet to technical support for trying more technologically complex activities; and (5) finding a voice and having something to share via the Internet. The paper concludes with recommended strategies for introducing students and faculty to networked learning environments. (Contains 19 references.) (Author/SWC)