This paper traces the evolution and application of asynchronous teaching and learning tools at Bradley University (Illinois), emphasizing their use in teacher education. The paper details the utilization of e-mail, the World Wide Web, and CyberProf, highlighting collaborative projects that emphasize mentoring and professional development. In the 1980's Bradley University began equipping the campus with networked computers. Faculty and students began to teach and learn asynchronously using e-mail. Project Telecommunications in Education sent student teachers into their student teaching assignments equipped with computers, modems, and e-mail access. Student teachers could communicate with university supervisors, fellow student teachers, and other e-mail users about the student teaching experience. They used listservs to communicate asynchronously with faculty. Student teachers put their journals on e-mail, which offered faculty convenient access to them. Faculty and students use the World Wide Web for source materials, publications, communication, and delivery of entire courses. A partnership between the university's Slane College of Communication and Fine Arts and the College of Education and Health Sciences has resulted in the production of interactive CD-ROM's as learning tools for medical students. The College of Education and Health Sciences is conducting a project to utilize technology to improve student learning in mathematics and science, provide relevant clinical experiences for preservice educators, encourage inservice teachers to develop online projects, and employ preservice teachers as technology mentors. Asynchronous learning tools have enhanced teacher education in many ways including creating links with the K-12 community, providing professional development opportunities, encouraging collaborative relationships, and developing new ways of mentoring. (SM)