This article recounts the development of a paradigm for a virtual university that is, one in which delivery is inextricably linked to the political, technological, social, and economic context of the institution at the University of North Carolina (Wilmington). It explains how, in just five years, a conservative, traditional, regional institution made the transition from a few professors experimenting with computer-enhanced instruction to development of a framework for virtual instruction and experimentation on an international scale. The essential factors identified include: a well articulated vision, strategic committees or key innovators, availability of technological advancements, promotion and publicity, institutionalization of enabling policies, and dissemination of information regarding the results of new approaches. A major step was the design of a technology college, characterized by use of computer- assisted instruction, the World Wide Web, two-way interactive video conferencing, and individualized instruction using various technologies. The implementation of this technology college led to the Chancellor's Steering Committee on Information Technology which recommended that a high-level administrator be identified and made responsible for coordinating technological services, initiating technological innovations, and seeking partnerships and alliances. Specific events and the interactions of individuals over different approaches during this process are recounted. (DB)