Providing a research-validated, evidence-based framework for designing effective distance learning experiences and environments is a current challenge to those interested in using this technology effectively with adolescents. This article offers the Learner-Centered Psychological Principles (LCPs) developed and disseminated by the American Psychological Association as a framework for developing design principles for distance learning for use in high schools. The argument is made and supported by research that today's youth are increasingly disengaged from traditional forms of instruction, and unless distance learning can offer an alternative paradigm that meets their learning needs, the potential of distance learning will not be realized. More importantly, this technology alone will not address the needs of today's youth to be prepared with 21st century skills for a global world. The authors describe how the LCPs can be used to define not only new design principles for distance learning but also a new educational paradigm. (Contains 1 table.)