This study measured and compared the pre- and post-course differences in college students' attitudes toward and achievement in an asynchronous, Web-based, health profession course. The distance course included 14 Web-based learning modules that students could complete at their own pace prior to finishing the end of the term. The course also involved learner interaction through e-mail, discussion boards, and telephone. The study used a single group pretest and posttest design with volunteer participants from an upper level, Internet-based course on neurological rehabilitation. Students completed a pre- and post-course attitude survey and test of knowledge (related to established course learning objectives). Data analysis indicated that the learning modules were effective. There was an overall improvement in student attitude toward education and enhanced learning of content that was presented asynchronously. Six appendixes include: identified domains related to achievement motivation, the survey on attitudes toward education, and tables and graphs. (Contains 45 references.) (SM)