The University of Central Florida (UCF) has formally recognized distributed learning as a strategic direction to increase access to educational opportunities for students within its service area and beyond. The University has chosen to employ asynchronous learning networks (ALN) as a primary approach to address the challenges of a rapidly-growing student population, a shortage of classroom space, and the need to maintain quality--all within available resources. This paper outlines the UCF model for ALN development and discusses the transition from distance ALN to campus-based ALN instruction. The paper describes faculty development, learner support, program evaluation strategies, and findings used in the implementation of ALN degree programs and courses. (Author/AEF)