Eight faculty members from five different campuses across the state of Wisconsin collaboratively taught a seminar course in early childhood special education through distance education technologies. A description of the course development and implementation is provided followed by summaries of the qualitative and quantitative analyses of student and faculty data. While the initial purpose for the course was program improvement through shared faculty expertise, comfort and skill in using distance education technologies also grew as a result of the course for both students and faculty. Students positively rated their acquisition of content as a result of the on-line and in-class activities. (Contains 5 tables.)