A naturalistic inquiry was undertaken to explore current instructional practice in three distance education settings. Perceptions of researcher, practitioner, and participants engaged in a doctoral field research study were explored, with a focus on the gap between instructional design skills and instructional strategies used by distance education instructors. The sample included one faculty instructor in the College of Agriculture and Life Sciences and two in the College of Education at Texas A&M University. Faculty behaviors, course documents, and class interactions were reviewed and compared with the literature on effective practice in distance education and on recommended strategies for faculty development to ensure excellence in the delivery of distance education. Faculty and student perceptions regarding the experience were also obtained and compared with effective practice findings and recommendations for faculty development in the literature. Translating distance learning research into effective instructional practice requires that instructors have sufficient time to become effective distance instructors, are willing to risk imperfections, and the willingness to be part of a team effort. (Contains 16 references.) (YLB)