Using a case study approach, this paper considers e-learning project management from the perspective of navigating tension between faculty and instructional design/e-learning expertise, in the context of as the bridging of two distinctive cultures. The diffusion of e-learning in an institution where, historically, faculty have been independent teachers and have not made extensive use of e-learning techniques, generated tension when a team-based approach to course design was adopted. Relationships, it is suggested, are as important as project timelines in such a setting. (Contains 1 table.)