The authors report the findings of a study conducted on a dually listed undergraduate/graduate distance learning course for Teachers of English to Speakers of Other Languages (TESOL). They collected data on students' interactions with the course content and course technologies to investigate differences in how graduate and undergraduate students responded to the distance learning delivery model. Findings indicate that the more-experienced graduate level students interacted more frequently, effectively, and efficiently with course content and course technologies than did their less-experienced undergraduate counterparts. The implication of these findings is that the design and delivery of distance learning courses must provide for adequate support for both more- and less-experienced learners. They offer recommendations for providing such support.