With the expansion of Internet-based instruction, research-based guidelines are needed to support faculty decision making during course design to ensure student success and satisfaction with instruction incorporating new delivery technologies. This investigation consisted of two phases. In Phase One, computer skills and attitudes toward Internet-delivered instruction of geographically dispersed students were assessed and those components of an Internet course considered important based on students' demographics including computer experience, computer skills, and prior Internet-delivered course experience were identified. Results revealed shallow levels of computer skills with significant differences by geographic location. Additionally, while students overall were generally neutral toward Internet-based instruction, those with prior Internet-based experience regarded such instruction more positively. Phase Two of this research concerned the rate of change in students' computer skills and attitudes toward Internet-based instruction over time. Results indicated that within a four-year timeframe, student skills and attitudes remained relatively stable with some positive shifts. Implications and suggestions for Internet course design are presented.