The conversion of a course for delivery via video teleconferencing can easily become an insurmountable task for a faculty member working alone. The model used at Tarleton State University (Stephenville, Texas) for the conversion of courses for delivery via video teleconferencing entails collaboration between the faculty member and an instructional technologist; under this model, the faculty member and the instructional technologist fulfill all four roles of faculty, instructional developer, evaluator, and production people. This paper describes the "Tarleton" model through a case study of the conversion of a graduate-counseling course with a focus on skill development. The unique features of the course, conversion of the delivery system, and skill development at a distance are discussed. (AEF)