In an effort to apply traditional instructional design theories to World Wide Web course development, this qualitative research study examined experiences in Web course design and delivery and explored what components affected Web-based course design. The purpose of the study was to identify and document instructional design attributes of the Web courses that contribute to the comprehension of online instruction and the relationships between these major areas in Web-based courses: instructional design; course development; content delivery; and administrative support. Data were collected through analysis of course materials, interviews with faculty, instructional designers, administrators, and distant learners, and analysis of online instruction activities at three higher education institutions. Four major findings in Web course design provide a base for the teaching and learning transaction: (1) the online instruction should be designed specifically for the distance learners; (2) the design must incorporate phases that are both immediate and long-range; (3) the design of the instruction should be systematic in nature; and (4) the designing of the instruction, and therefore the inclusion of the instructional strategy and delivery mode, must be based upon the knowledge of how the distance student is going to learn. (MES)