College students are bombarded with technological images in every facet of their education. From simple Powerpoint presentations to live interactive distance learning environments, the world in which the authors are teaching is changing on a daily basis. Colleges and universities have turned to distance learning as one way to provide flexibility and opportunity for various constituencies to have access to higher education. As Ball and Crook (1997) note, "Teleconferencing technology makes it possible for ideas to travel when people cannot." Research on the effectiveness and quality of distance learning has been varied and extensive. This study, by examining the aesthetic dimensions of the teaching/learning experience, moves beyond the traditional components that have been studied in teaching through distance learning and evaluates the impact of a more aesthetic response to students' and teachers' conception of the event. This study utilizes the "aesthetic mode of knowing" as a framework to analyze an educational, videoconferencing experience. Aesthetic themes are identified and evaluated from both student and instructor perspectives.