This paper looks at the demographic distribution of campus and distance students of an MA TEFL/TESL course offered by a British University. An examination of the mother tongue of all students between 1994 and 2003 shows that non-native speakers on campus have increased from 60% to 90%. At the same time, native speaker campus students have decreased from around 40% to around 10%. On the distance programme, native speaker numbers remain consistent at over 60%, while non-natives remain below 40%. A more detailed investigation of a smaller sample of students shows the typical distance student in Japan to be a male native English-speaker with considerable teaching experience. The typical campus student profiles as a female non-native English speaker with fewer years of teaching experience. The results of this investigation lead us to believe that the different demographics should result in different, but parallel syllabi: the campus programme could readily include a teaching practicum and a language development component, while the distance programme could place stronger emphasis on exploiting teachers' considerable experience by encouraging more empirically-based research assessments. (Contains 4 figures and 8 tables.)