Orthotic/Prosthetic education is by nature complex, multi-faceted, and multi-disciplinary. Over the past decade, the National Commission on Orthotic and Prosthetic Education has made tremendous strides in the identification and validation of the knowledge and skills that must comprise the body of an Orthotic and Prosthetic practitioner’s education. For the most part, the curriculum has been provided using the primary education delivery model for collegiate professional staff: traditional lecture, lecture/demonstration, and laboratory exercises. As we continue into the new millennium, these methodologies are being challenged by the introduction of enhanced information technology and a remote format known as distance learning. Combined with the changing demographics of today’s undergraduate/graduate population (to include older, married, employed and now residential students [http://www.ascusc.org/jcmc/vol4/issue2/beller.html]), the paradigm shift was inevitable.