This paper reports on a course, offered at the University of South Alabama, that was designed to assist occupational therapy students with the transition from student role in an academic environment to entry-level professional role in the work environment by providing World Wide Web-based support to students who leave campus to complete two three-month rotations of clinical fieldwork. Participation in the course was voluntary, and no grades were assigned. Students were invited to participate as needed with their classmates to share resources and information. Resources were provided asynchronously, so students could access them whenever and wherever they could gain access to the Internet to log on to the course. Quantitative and qualitative analysis of the data was conducted. Data analysis included frequency of participation in the course, the emerging themes discussed in the course, outcome measurements for student performance, and student perceptions based on participation in the course. The information gained during this exploratory study would be useful to assist other faculty in developing similar Web-based support courses. Faculty will gain an awareness of the preparation for and possibilities of using Web-based instruction. The Web-based participation developed in the course may encourage students to later participate in professional Web-based discussions and chats related to their professional associations and/or to be more comfortable in another Web-based course. (Contains 12 references.) (Author/MES)