This project investigates the uptake of e-learning in two countries (Australia and Korea) which have experienced a rapid expansion of the use of information technology in education and training. A key finding is that although e-learning can increase flexibility and cost efficiencies in the delivery of training, it cannot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilize the technology continues to be important. The primary aim is to increase understanding of political interventions, and practical issues faced by organizations, practitioners and learners when engaging in e-learning. This report is organized into six chapters which deal with arrangements for the two countries. The first chapter sets the context by emphasizing the importance of e-learning for the knowledge-based economy. The second chapter reviews policies and strategies adopted by Australian and Korean governments to create the appropriate environment to enable the development of e-learning. Statistics on the uptake of information and communication technology in Australia and Korea are presented in the third chapter. The following chapter offers a discussion on findings from existing research and case studies which help to improve understanding of the implementation of e-learning in Australia and the issues associated with teaching and learning processes. Chapter five then provides support for these findings from case studies. Conclusions for the study are provided in the next chapter. The report concludes that the implementation of e-learning in Australia and Korea must be understood in terms of different starting points and approaches to government intervention. Despite these differences, both countries have displayed substantial endeavors to provide infrastructure, funding and resources to make it possible for e-learning to grow and prosper. Appended are: (1) Focus of case studies and interview schedule; (2) Strategies for increasing Australia's competitiveness in the information age; (3) Strategies for implementing ICT education policy; (4) Brief descriptions of case studies from prior research; and (5) Uptake of ICT. (Contains 29 tables.)