Instructors who have put together a course to reach the distant learner can tell the nightmares of preparing and delivering a syllabus. Many are the instructors who have attempted and failed to teach a distance learning course when little or no thought was given to modifying the method of delivery or how to connect the distant and remote site students. While working through the angst and logistics of this new paradigm in teaching in the Communication Department at Concordia University St. Paul, several training and administrative issues deserve significant discussion time on the faculty meeting agenda. While faculty spend significant time in dialogue, the pioneers are getting it done, some with little or no help. This paper discusses what goes into planning for delivering at a distance, including supporting, motivating, training and guiding pioneer instructors to the final exam. As today's faculty debate traditional vs. "distance education," Farhad Saba (1999) will argue that faculty should spend more time studying structure vs. dialogue as measures of the attempt by faculty vs. students, to exert control of the classroom. Faculty will need support through the transition. (Contains 31 references. The course syllabus, lesson plans, suggestions for effective teacher/student communication procedures, and an outline for a training workshop are attached.) (RS)