The aim of this paper is to outline the lessons learned in helping academics at the University of Strathclyde (Scotland) to bridge the skills gap for their future teaching and learning. The University has recently implemented an initiative to promote good practice in the development and use of new learning technologies to enhance teaching and learning. The paper explores how concerns voiced by academic staff were instrumental in developing strategies to overcome conceptual barriers to the use of the Internet technology. This was achieved during the implementation of a skills development program at the University. This program included workshops exploring pedagogical and practical issues, skills development instruction for faculty via the World Wide Web, the creation of a community of scholars, and providing consultancy to individual departments. The metaphor of the Clyde Virtual University provided a conceptual framework on which academics could discuss and develop pedagogical issues. (Author/AEF)