Long distance education has been a part of instructional delivery for more than one hundred years. Beginning as correspondence study accompanying the establishment of national postal systems, distance education has undergone dramatic change fueled by the rapid and recent explosion of technology. This exponential growth in technology has provided educators with new delivery methods for instruction, allowing post-secondary schools to reach greater numbers of students through the enrollment of individuals who would ordinarily be unable to attend traditional on-site classes. The purpose of this research was to obtain data on the numbers of courses and programs and delivery methods for distance education within a 150 mile radius of Chattanooga, TN. Data were obtained from 99 of the 104 post-secondary institutions within the survey area. Data collection was accomplished using surveys completed through telephone interviews, email inquiries, and information available at web site hosted by institutions in the target population. Initial information about the post-secondary institutions in the survey area was first obtained through state education department sources or Internet sources. This information included the type of school (two-year private colleges, four-year private colleges and universities, two-year community and technical colleges, two-year public senior colleges and universities, or four-year public colleges and universities), address, telephone number, email address, etc. Next the post-secondary institutions were contacted via email or telephone and the survey was administered. The results of this study can be used to evaluate the long distance learning programs that are currently offered by post-secondary schools within a 150-mile radius of Chattanooga, Tennessee. Distance education is relatively young in the history of education and has experienced rapid growth during the past several decades, particularly with regard to the online delivery of instruction. Distance education provides educational opportunities to individuals that are separated by distance and/or time, allowing instruction in remote locations. Appended are: (1) Long Distance Learning Survey; (2) Numbers of Post-Secondary Institutions by Data Collection Method; and (3) Types of Degree Programs Offered through Distance Education in the Survey Area. (Contains 6 tables and 6 figures.)