Effective development and deployment of a distance education program at the traditional university level is examined using the Department of Technology and Cognition at the University of North Texas (UNT) as the subject of a case study. The evolution of the department's distance education program from the late 1980s to the present is highlighted. In addition, we analyze types of distant-class offerings; skills needed for enrollment; design and implementation parameters; faculty concerns, including participation, training, salary, workload, promotion, and tenure; student interests; and hardware and software issues. The department's solutions to commonly encountered problems are provided, along with suggestions for engaging the distant learner while not alienating the faculty or the traditional student. (Contains 1 table and 1 note.)