With the advent of Internet instruction, distance learning has taken on enhanced status in higher education. This paper describes how Internet instruction differs from traditional instruction, what changes must be made if an institution chooses to move into Internet instruction, and some ramifications of those choices. As a general rule, Internet instruction has nearly all the problems of traditional instruction, plus the difficulties intrinsic in doing something different within an organization that has stayed the same, as most colleges have. If colleges are to get serious about the Internet, they must commit funds, people, and time, and must change the nature of the organization. If not, they must recognize that they are not serious players. Instructors must be prepared for hard work. Times are changing, and so must the institutional mission if community colleges are to survive. Colleges should use Internet instruction as means of increasing student success as well as improving access and quality. However, they can no longer continue to focus on marketing themselves as the inexpensive alternative--they must sell quality, and do the things that produce quality. Contains 18 references. (VWC)