In 1985-86 several small school districts in rural New York State began cooperating to offer advanced high school courses via audio-graphic telecommunications. Evaluation of the Tele-Learning project's second year used a case study approach to examine four diverse programs: advanced placement English, advanced placement calculus, Spanish III, and the Electronic Field Trip. For each course, a single teacher simultaneously taught students in several schools using telecommunications equipment (telephone, modem, computer, software, and electronic notepad). Electronic Field Trips were telephone conferencing interviews with people of interest to students. The case studies demonstrated that audio-graphic technology could be a successful way of teaching very different subject materials. Most students and teachers agreed that the equipment worked well and was easy to use. The organization of the "classroom" (several remote locations) did not interfere with learning and allowed these somewhat isolated students to become familiar with the differences and similarities of students in other schools. The future of Tele-Learning programs may depend more on administrative issues than on the technical capabilities of audio-graphics. Such administrative issues included teacher resistance due to the loss of the "best" students from regular classes and differences between schools in scheduling, achievement standards, and extent of student preparation for advanced courses. (SV)