When basic instructional design issues (goals, nature of the subject matter, and needs of the learner) are taken into consideration, different distance learning models may emerge as appropriate for different learning situations. A systematic approach to design and development of instruction allows for viewing the instructional process as a set of interrelated components: planning, implementing, and evaluating. With appropriate planning, many missteps can be avoided. Consideration of the following basic instructional design questions can lead to resolution of many of the important issues in planning for distance education: (1) "What is the overall instructional aim?" (2) "Who are the learners and where are they located?" and (3) "What sorts of learning experiences should the learners have?" This approach led to different models of distance education at Purdue University (Indiana), illustrated by examples from the Northwest Doctoral Cohort Program in educational administration, a graduate course in educational restructuring, and preservice teacher initiatives. (AEF)