This paper presents a case study of an online block of four courses leading to certification of secondary teachers who are presently teaching in middle and secondary schools on emergency certificates. The courses were taken by 16 post-baccalaureate students during fall semester 1998 and spring semester 1999. The primary goal of the project was to determine whether distance education courses can actually be aligned to pedagogical practices that serve the needs of a rapidly-evolving, technology-assisted, information-driven society. Data were gathered from students and professors, as well as from ExCET test (state licensure exam) results. This paper reports findings regarding student interactions with World Wide Web-based lessons, including learning community discussion via a threaded message board, posting primary data, posting lesson plans and textbook evaluations, book club discussions, analysis of current issues, and simulation. The outcomes of the case study supported the belief that online courses could be interactive and problem-solving in nature, making use of the student's teaching placement. Consideration of current issues in teacher preparation and access to a laboratory for real-time assignments supported the success of the students in their work environment and on their required exam for certification. (Author/MES)