This paper describes and examines an experimental and innovative program at the Center for the Teaching of Foreign Languages at the National Autonomous University of Mexico to provide teacher education courses by means of distance learning. This program was undertaken in response to a scarcity of qualified language teachers. It is aimed at teachers who have at least a bachelor's degree in applied linguistics or a related field and have a reading knowledge of English. Six courses are planned: Learning applied linguistics at a distance; linguistic aspects for communicative approaches; reading comprehension; language testing; introduction to applied linguistics; and writing for English teachers. All courses except for the introductory course are four months long. Distance education plays an important role in educational institutions because of its flexibility and accessibility to populations who might not otherwise be able to complete a degree or take continuing education courses. It is not quick, easy, or cheap as is widely believed. The same course taught in a classroom cannot simply be delivered via distance education; significant adjustments must be made. Teachers at both ends of the process must be involved in course planning and the learning process. The teacher/planner begins to realize the importance of learning theories in the context where the student is physically absent and where the planner must make the learning process accessible, valuable, and motivating. Four appendices, including graphics, data, and references are included. (KFT)