This paper describes and examines the experiences of eight learners and two teachers in an online distance education graduate course taught using an asynchronous program and a problem-based learning (PBL) pedagogy. The course, "Integrating the Internet across the Curriculum," was offered by Indiana University Bloomington as a 6-week summer course in 1999. As a World Wide Web-based course, it was available to a worldwide audience of K-12 educators in graduate or certification programs. The focus of the paper is on the general learning experience, particularly during the PBL portion of the course. The course was observed online, and additional information was obtained from students through e-mail questions and telephone interviews, and from the instructors through telephone interviews. Results are presented related to: the constructivist learning environment; individual learning and experience; group learning experiences; assessment and grading; developing an atmosphere of trust and collaboration; problem-solving student issues online; and design and implementation of PBL. Technology interface considerations related to these learning and teaching issues are outlined. A decision-making model for online PBL courses is presented that addresses student, teacher, curriculum, technology, and structural contextual issues. Contains 20 references. (MES)