In 1997, Southwest Missouri State University faculty tried delivering coursework via the Internet. The first step in the process was to assess the medical model of problem-based learning for its adaptability to use on the Internet. The faculty determined that problems could be developed, put on the Internet, and monitored without denigrating the educational process. The next step was to find the right type of course and develop appropriate mechanisms for inquiry. The choice was an upper level curriculum course dealing with administration, development, and evaluation of a school district's curriculum. The course was flexible, with process generally more important than content. The next step was problem development. Faculty generated research-based problems using expected student outcomes from the course syllabus. The next step was developing structures or embedded parameters and using them to give some direction to students without tarnishing the problem-based delivery model. The final component was monitoring student progress and providing Socratic questioning, often via e-mail, fax, teleconferencing, and telephone. Project evaluation included exit interviews, surveys, participant debriefing, and comparison of examination scores with scores from a control group. Results indicated that experimental group members' scores compared favorably with those of the control group. Participants had positive feelings about course methodology. (SM)