The use of computer conferencing (CC) to support undergraduate distance learners will, presumably, lower attrition rates for distance learners by providing students with the ability to exchange ideas and develop insights with others, overcoming the intellectual and social isolation associated with correspondence courses. It will be years before the first students in the four-year baccalaureate programs at New York Institute of Technology are expected to graduate from these new CC-supported distance learning programs. It is far too early to compare retention rates. However, analysis can begin on the exchanges that are taking place among the teachers and students using CC to determine to what extent the system supports the distance learner in the way it was initially envisioned. The CC messages for six undergraduate distance learning courses involving a total of eight students were content-analyzed using the printouts from these courses. The courses ranged from psychology to history and physics and were completed eventually by four students (50 percent). In addition, the courses were analyzed with respect to high versus low teacher-provided structure and high versus low teacher behaviors encouraging student participation using a modification of the behavioral specifications employed by Peterson. The analysis showed a high degree of content-related messages from both students and mentors. Little message time was spent on questions related to system operation, indicating that students were comfortable with the format. Further research over time is needed to determine if CC can prevent dropouts and motivate students to continue distance courses. (KC)