A graduate communications course in multimedia literacy uses a completely online environment to assemble faculty and curriculum resources normally unavailable in traditional classrooms. Guided by a teacher/coordinator, a librarian teaches information literacy by examining Internet copyright and fair use issues, ethics, and the evaluation of free-and fee-based materials. A Webmaster teaches World Wide Web site design principles and management for group projects, and each student creates a Web portfolio. Students and faculty offer evaluations and recommendations for the course in the future. While online courses offer access to education to those who would otherwise be unable to continue learning, the online environment offers both challenges and opportunities for educators to explore and expand teaching practices and resources. In Web-based courses, educators are forced to look outside the classroom "box." The graduate communication course in multimedia literacy at Austin Peay University (Tennessee) described in this paper began as a series of challenges. As approaches were taken to maximize Web environment opportunities, solutions began to be found. New alliances for teaching were forged in the process. (Author/MES)