With computer technology permeating the academic landscape, and the Net Generation dominating the academic scene, educators are called to reflect on and reconfigure curriculum design, facilitation, and evaluation to align with the e-learning era and learners' orientations and preferences. The purpose of this article is to present research findings about the transitioning experiences of the Net Generation in the college system as they move from traditional classroom training to laptop-facilitated learning, and to discuss implications for practice. Proposed is an e-learning transition model designed to help educators integrate laptop-based learning into the curriculum architecture. (Contains 1 figure.)