The state of Australian online education and training practices was examined through a literature review and interviews. Special attention was paid to the following aspects of online vocational and technical education (VET) and technical and further education (TAFE): current online implementations; online teaching strategies; issues for online learners; resource implications; policy; evaluation and outcomes; and directions for further research. The review confirmed the embryonic nature of online delivery in Australia's VET and TAFE sectors. However, the evidence suggests that online delivery will begin to mature once innovators begin developing realistic, pedagogical and commercial models. Although significant online activities are evident in all of Australia's states and territories, online delivery in the VET sector has yet to become a mainstream activity. Publications on designing, developing, and evaluating online learning environments are lacking, as is information about learners' experience and needs in the online mode. Although many institutions have begun developing mechanisms for preparing and supporting online learners and have published policies on online delivery of education and training, few have taken the next step of formalizing their approaches to online delivery. (The bibliography lists 65 references. A list of nine organizational sources and the interview protocol are appended.) (MN)