This paper describes the University of Montana's efforts in migrating an undergraduate instructional media course from a traditional stand-and-deliver model to a World Wide Web-based electronic classroom. The rationale is presented, including the background for the decision making move and a description of similarities and differences of both delivery methods. The transformative approach, which focuses on user-centered design, placing preservice teachers in the center of their own learning, is described. Instructional technologies are presented within the framework of cognitive learning, and reflective thinking is highlighted. The discussion examines the challenges of creating a student-centered learning environment for a majority of students and faculty embedded in traditional teaching methodology. This model features assignment modifications, physical delivery revisions, electronic communication components, time commitment, and educational materials. A dialogue is provided concerning the obstacles and victories experienced by faculty and preservice teachers while moving a course of this nature to the Web. The paper concludes with summations and recommendations for similar undertakings. (Contains 23 references.) (Author/AEF)