This paper explores some of the challenges of RMIT University (Australia), a large cross-sectoral university, and considers how online learning has enabled one TAFE (Technical and Further Education) department to become more fully engaged in the wider university context. The first section provides an overview of RMIT, TAFE, and higher education. The second section discusses factors that contribute to the success of online learning. The third section describes an anatomy site, designed to be used as a prototype for teaching staff members the framework of the DLS (Distributed Learning System) at RMIT and demonstrating online learning and teaching strategies. This section highlights: (1) building the course, including fundamental principles used for TAFE as a starting point for online development; (2) the basic format of the anatomy course, including announcements, course information, staff information, course documents, assignments, communication, external links, student tools, resources, and course statistics; (3) student learning results; and (4) impact on colleagues. (Contains 11 references.) (MES)