This paper provides a brief description of high tech stress as exhibited by students and teachers in virtual classes called "asynchronous anxiety," as well as ways of dealing with the problem. The paper challenges readers to become involved in a dialogue during the discussion. Highlights include: students' distrust of e-mail messages and assignments; teachers' anxiety about student participation; characteristics of the student who does well in virtual class (ability to work independently, personal motivation to learn, knowledge of what he/she wants to achieve); characteristics of "asynchronous anxiety" for teachers and students; benefits of face-to-face meetings and technological support; and other developments. (AEF)