This paper present a case study on how the teaching methods in a number of modules in the Department of Information Science at the University of Pretoria (South Africa) have been transformed from traditional classroom presentations to a learner-centered approach supported by material on the World Wide Web and by e-mail and listserv interaction. The emphasis is on the honors (fourth year) program in Library and Information Science (LIS) and the undergraduate program in multimedia. Problems and successes are pointed out. Included in the discussion are the students' reaction toward these changes (both positive and negative) and the role of the university's library and the subject librarian. The difference in attitude between the multimedia students and LIS students in accepting these changes is demonstrated, and various reasons for this are advanced. In conclusion, a number of proposals are made on how to make these changes more acceptable to all students. Tables compare course outlines, student profiles, teaching methods, AIS (Academic Information Service) support, and student attitudes. (MES)