This paper describes the state of interactive distance learning in Connecticut, particularly the current and future provision of these services by the telecommunications and cable television industries. The overview examines questions of where obligation and responsibility lie (with schools, local exchange companies, cable franchises, etc.) in situations that require money and equipment. It also discusses Connecticut's approach to other social and economic questions of providing distance learning necessities, including essential classroom equipment, personnel, and in-school support services. This paper takes the position that the state's Department of Public Utility Control's most appropriate regulatory function is to balance the degree of support provided by the telecommunications and cable industries while still providing for the public good. Further highlights include the role of distance learning in expanding classroom education at various levels, the impact of deregulation on distance learning in Connecticut, and Connecticut's Educational Technology Plan guidelines. Appendices provide a list of distance learning classroom equipment; a map indicating distance learning projects in the state; and diagrams of the distance learning classroom. (Author/AEF)