A variety of educational practices are used to support adult learners (who are part-time learners and full-time workers as teachers or trainers) in fully World Wide Web-delivered college courses at the University of Central Florida. Use of the Web as the sole means of delivery offers some challenges for learner support, especially for adults, non-traditional students, and minorities. Some of the challenges include newness to technologies, access, software learning, and the traditional challenges to adults, such as lack of time and family demands. A variety of techniques are used to support adult learners facing these challenges, including the following: (1) an orientation session and hands-on training; (2) Web support through a new program, Web PALs (Peer Assisted Learners); (3) a minority student program; (4) peer support within courses; (5) individual e-mail contact; and (6) traditional telephone calls. This article contains descriptions of these approaches and offers strategies for implementing similar approaches at other schools. A telephone survey given to a randomly selected group of 45 minority students who have taken a web course is included. Only 28 of the 45 said they would take another web course. (Contains 147 references: 132 web sites, 8 books, and 7 ERIC documents.) (KC)