This paper focuses on experiences with real-time communication in distance classes that contrast with the face-to-face setting from which teachers and students brought their teaching-learning perceptions and behavior. Observing the uncomfortable and unforeseen experiences that distance teachers and students have, the authors studied the reasons behind the barriers that are apparently there but difficult to describe. Three graduate distance courses in education, agriculture, and statistics were studied. All of the courses were using audiographic teleconferencing systems that were conducted in real-time. Most of the students were new to distance learning, and only one of the three instructors had some experience in teaching at a distance. All three courses had different content, teaching strategies, and student composition, and all of them shared communication problems that became significant. Teaching strategies, student reaction, and problems are described for each of the three courses. Border issues (i.e., peripheral elements that surround the technology being used) are discussed, specifically the lack of border elements such as body language that support effective face-to-face communication. (AEF)