This paper examines the perceptions of the learning technology mentors (LTMs) involved in the development and implementation of the RMIT University (Australia) Online Bachelor of Nursing program. This program was identified as a strategic program within RMIT Life Sciences for renewal as there were major changes occurring in the disciplinary knowledge, professional practice and in higher education. Universities worldwide are seeking to enhance their competitive advantage in a changing environment. This competitive advantage grows out of the value it creates for its learners, either in terms of low prices or unique benefits. The Learning Technology Mentor program that the LTMs undertook to assist academic nursing staff in the renewal of the Bachelor of Nursing program for online learning is described. How the renewal program was developed and implemented is examined, identifying problems encountered in the process. The educational outcomes that emerged from the students' formative evaluation of the online learning program were both positive and negative and were consistent with the literature. A major issue was the reluctance of the students to move from a traditional learning/teaching paradigm to World Wide Web based course delivery. (Contains 20 references.) (Author/MES)