An initiative was undertaken to introduce technology-enabled and distance learning to the Defense Information School (DINFOS), Ft. Meade, Maryland. The effort to introduce instructional technology reflected the need to find a creative solution to Armed Forces requests for increased student quotas, reduced pool of military instructors, and an expanded career field curriculum. Additionally, reduced travel dollars suggested the need to apply technology to minimize resident training. The expansion of technology into resident training would be justified by both greater instructional efficiency and superior instructional effectiveness. A three-phase approach was adopted to ensure that the processes of plan, do, and check were thoroughly completed before implementing a technology-enabled program to the DINFOS curriculum. Phase I gathered information about instructional technology and distance learning programs. In Phase II, a pilot project evaluated use of selected technologies with learners, instructors, and curriculum. The revised Public Affairs Officers Course, Reserve Component was selected for the pilot. Initial steps in the design and development of the pilot were taken with the intent of allowing evaluation of: (1) effectiveness of selected training media and technologies; (2) critical factors in administering a joint Armed Services distance learning program; and (3) the Services' response to the different delivery systems. (YLB)