Patients with fibromyalgia have difficulty managing symptoms (e.g., fatigue, chronic pain). The challenges in fibromyalgia management may vary from patient to patient, from painful physical exercise to pharmaceutical side-effects. Since the management of fibromyalgia greatly varies, there seems to be an individualist or personal component to symptom management in this patient population. Perhaps, the riddle of fibromyalgia management may be solved by realizing that a golden method for the patient population does not exist. Health professionals have had a marginal effect on fibromyalgia management with participants in health education programs (Alvarez, et al., 2009), even when using a multimodal curriculum. The struggle for finding a golden method for fibromyalgia management may be a result of cost and population dynamics (e.g., pain disrupting schedule). It is important for health educators to devise cost-effective and practical tools for the fibromyalgia population. This study details a solution for fibromyalgia symptom management health education. In this study, a distance learning environment was used to deliver a health education course using social networking. The distance learning model resolves issues related to population dynamics. A free social networking site was used for discussion boards, course material distribution, and communication (e.g., email, chat). Therefore, this study used a no-cost solution for health educators assisting fibromyalgia patients. This approach to the health education of fibromyalgia patients enables the patient population to learn asynchronously (e.g., discussion boards) or synchronously (e.g., chat) without canceling participation due to pain or fatigue. The Beck Anxiety Inventory was administered before and after the health education course. The results of this study showed that distance learning correlates with improved anxiety levels, demonstrating that a clinical outcome may be obtained via distance learning. The Beck Depression Inventory was administered before and after the health education course. Results were inconclusive. In order to assess the various population dynamics, intensive interviews were conducted upon completion of the course. The qualitative data was analyzed using the grounded theory methodology. (Contains 18 tables and 15 figures.)