In order to assess the feasibility of a technologically enhanced education delivery, a Canadian community college offered an online course on HTML authoring. The instructor designed a Web site, which functioned as the "textbook", and updated it periodically according to lesson plans and student feedback. An electronic mailing list fostered communication among the students and instructor, who posted most messages regarding maintenance and technical issues. Levels of participation for the 14 students varied, with only half completing the final project: to produce a personal Web page. According to the course evaluation, some learners adapted readily to the fluid learning environment, but others were less self-directed and needed more structure. However, all students deemed the course's flexibility a very positive aspect, as each was employed and could complete course work at his/her own convenience. The instructor's dedication and knowledge was also praised, indicating that online teachers need the same qualities for success as in a traditional classroom, and probably more commitment since there are no designated class hours. The course demonstrated that not all students thrive in a virtual classroom, but it offers a unique fluidity and versatility advantageous to many. (Contains 26 references.) (YKH)