Alternative strategies for delivering seed science and technology coursework to undergraduate students is needed because of inadequate course offerings and too few students at any one institution. The interested students come from a large geographical base and many are from remote locations. Student perceptions toward distance education have been mixed. Graduate engineering courses taught through interactive television (ITV) were perceived to be equivalent to courses taken on campus. Weigin (1986). The students valued positively the opportunity to take courses via ITV since it would not have been available to them otherwise. Conversely, Parkinson and Parkinson (1989) concluded that nursing students at the distant site were uncomfortable learning via ITV and considered such teaching delivery impersonal. Fenwick et. al (1998) found that students at the distant learning site were less willing to ask questions when taught through ITV and less confident about the effectiveness of ITV delivery of coursework. The question whether ITV is superior or inferior to traditional classroom presentations may not be the issue, but delivering course material to a distant learner requires a unique set of instructional skills (Whittington, 1987). Advances in information technology and telecommunications are allowing web-based courses to replicate more seamlessly the feature of face-to-face instruction. Until recently, only limited and often expensive means existed for the conveyance of educational material to students via interactive mediums (Fries and Monakan 1999). The internet is changing the very nature society can interact with education materials, (Aggawal 2000). Information is made readily available at any time, from about any location to any internet user and without limitation of economic status. This ability is creating tremendous opportunities for seed science educators, industry professionals, and student learners. The potential for distance learning to be applied to seed science and technology applications is very promising (Welbaum, 2000). The most popular method today for providing information to the distant learner is web-based learning (Porter, 1997). However, the effectiveness of distance learning through the web may depend more specifically on other factors such as the subject being taught and instructional needs of the student (Schamber, 1998). Outcome assessment of students enrolled in seed science courses indicated positive interactions with the web-based learning method. However, the rate of completion was less than desired. A more structured time table was needed to encourage an earlier completion date (Fenwick, 2001). Students interested in seed science currently have limited access to the broad topics related to seed science. This project will build on the existing seed science courses by adding six new one credit modular courses offered through web-based learning. This unique relationship and partnership between the seed industry, college and university seed scientists, and federal agencies to meet the needs of both on-campus and distant learners creates a positive innovative spirit between the groups. Many universities offering seed science and technology programs in a traditional resident student format have not been able to provide adequate coursework to educate seed scientists. In addition, students attending these programs have been small in number. It has been difficult to meet the educational needs of this specialized but important group of students. A unique opportunity exists to deliver seed science and technology courses through distance learning to students at remote locations; either to students at other colleges or universities, or to company employees at seed related businesses. These remote students can now be reached through web-based learning using on-line learning systems, email communications, digital photography, and discussion "chat" rooms that facilitate learning.