The use of distance learning technology has allowed Northern Kentucky University's W. Frank Steely Library to remove traditional boundaries between both distance and on-campus students. An emerging model that applies these distance learning methodologies to all students has proven effective for enhancing reference and instructional services. This enhancement is seen most clearly in the seamless incorporation of two traditionally separate services. This paper will examine how distance learning technologies have allowed an academic library to consolidate a number of once independent endeavors into a single, comprehensive model for students, instructors, and librarians alike. Additionally, this paper will specifically examine the model's administrative and pedagogical advantages.