Two computer-mediated courses were developed and taught in an innovative master of continuing education program at the University of Calgary (Canada): Career Development in Organizational Settings and Leadership in Organizations. Within the context of the computer-mediated communication (CMC) system, the courses were structured in conferences depicted and accessed from student computer desktops. Instructor issues were related to the process of teaching/learning (amount of time required to deliver courses, sense of "connection" to and between students, student reactions to assignments and learning activities, and how students, instructors, and administrators dealt with technical problems) and content of courses (breadth and depth). Student issues were related to process (value of exploring each topic in relation to self, lack of "real" communication, struggle to articulate "theories-in-use," democratizing effect of the CMC classroom, and frustration with technical problems) and content (struggle to understand much broader definitions of key concepts, amount of time, and relevance of the courses). The most unique challenges in the CMC classroom were technical. Building a "learning community" was of critical importance in creating a successful virtual classroom. Recommendations were made for building successful computer-mediated learning environments. The abbreviated course syllabi is appended. Contains 22 references.) (YLB)