The use of technology-enhanced coursework by rehabilitation counselor educators has increased dramatically over the last decade. In many cases, educators are using new technologies to support traditional modes of teaching and learning. Research conducted in technology-enhanced coursework has primarily focused on the cognitive and psychomotor domains of learning. However, little research exists regarding the development of students' affective knowledge (i.e., feelings, values, attitudes). In this paper, Bloom's (1956) taxonomy of learning domains is used as a paradigm to examine the strengths, limitations, and unknowns of technology-enhanced training as compared to traditional education settings. A review of empirical evidence and future research directions are discussed to facilitate greater discussion among rehabilitation counselor educators. (Contains 1 table.)