The pro-active telephone-tutored delivery mode developed by the Southern Alberta Institute of Technology's Rural Library Training Project provides a model for increasing the completion rate of traditional correspondence courses, relieving the isolation factor associated with correspondence, and providing pacing while still allowing flexibility for the learner. In order to make this delivery mode successful and cost effective, several factors were incorporated: (1) the establishment of a schedule for assignments and telephone calls; (2) the development of a student handbook to explain all procedures and expectations and the incorporation of the study of this handbook into the first required course; (3) the development of a general instructor handbook and of instructor handbooks for each course that contain directions for dealing with the students and the materials specific to the course; and (4) the development of structured course materials that incorporate specific activities for follow-up by the tutors, as well as self-tests, assignments, and behavioral objectives. The success of this delivery mode has been measured by completion rates of 94.6% overall, satisfactory achievement as measured by final course grades, acceptable cost, and self-reported student satisfaction. (The address and telephone number of the project coordinator are included as well as lists of supplementary documentation.) (Author/GL)