The author redesigned an undergraduate physiology course using a novel Internet mirror model: parallel lecture and Internet-based sections conducted so that students can move freely from one to the other (or choose both) during the semester. Within the constraints of this paradigm, he used technology to enhance student learning: adding interactive, Web-based content and CD-ROMs, providing student-student interaction through an online discussion board and collaborative projects. Learning outcomes compared to those for the same course taught in a traditional lecture format included broader and deeper content coverage with no reduction in exam scores, increased student satisfaction, and a 70% decrease in students dropping or failing the course. The flexibility that the Internet mirror model provides students appears to be responsible for at least part of these improvements--especially the 95% retention rate. A comparison between students in lecture and Internet sections showed little difference in outcomes. Advantages and limitations of the Internet mirror model are discussed.