Support for student learning during distance education experiences is often provided by local site facilitators or tutors. The University of Utah has utilized rural master special education teachers as local site facilitators to assist faculty with various aspects of distance education in its teacher education program. Recently, distance site facilitators participated in a focus group discussion to identify critical components of successful television teaching. Specifically, the rural facilitators were asked what makes a difference in the effectiveness of television instruction. The focus-group interview was transcribed and three main themes were identified. First, facilitators had much to say about instructional factors contributing to the success of telecourses. These factors include the ability of students at distance sites to hear and answer questions, instructional pacing, use of visual support materials, instructor availability to students and the facilitator, live interactions between teacher and distance students, formation of study groups, the nature of the introductory session, course support materials, and teacher's speech articulation. Second, facilitators talked about important production and technical attributes of video-based learning programs, including camera work, visual support materials as a break from the "talking head," and microphones and other audio factors. Finally, the facilitators discussed their own roles in supporting the instructor and the course and in supporting students, and their need for communication and guidance from the instructor. (SV)