This paper begins with background on the National University of Mexico (UNAM) and its networks. Other distance education projects in Mexico are described, including projects of the Instituto Politecnico Nacional (IPN), the National Distance Education Program operated by the Secretary of Education, and the Instituto Tecnologico y de Estudios Superiores de Monterrey. The National Educational Videoconference Network--formed by uniting the UNAM and IPN networks and operating them cooperatively--is discussed. The decision-making process which gave birth to the videoconferencing system in Mexico is analyzed within the framework of the ACTIONS approach. Each of the ACTIONS factors (i.e., Access, Cost structure, Teaching and learning, Interactivity, Organization, Novelty, Speed) is considered according to the actual or projected needs and resources for technology implementation for distance education. An additional factor, self-correction, is proposed; this factor suggests that, in distance education projects, technologies that facilitate immediate identification and correction of errors should be considered. (DLS)