This paper describes the experiences of a non-technologically oriented composition instructor who began a writing course that incorporated online computer technology. Following the Northridge (California) earthquake in 1994, the administration at California State University Northridge (CSUN) recognized the importance of creating electronic gateways to education. The paper provides anecdotes and Zen stories about the online instruction experiences of the instructor of English 406, Advanced Expository Writing for Teachers. The "technologically challenged" writing instructor prepared for the class by collaborating with a group of other instructors who were implementing online courses, reading about the Internet, joining listservs focused on the Internet and teaching, surfing the Internet looking for sites to show the class, and creating a class web page, and converting materials and notes from the traditional class to the online class. The paper looks at the numerous problems encountered in the first semester the course was offered, and ways the course was changed for the second time it was offered. Suggestions are offered for others who may find themselves in similar circumstances are also offered. (SWC)