Virtual tutoring and student support systems may be pivotal in developing opportunities of equality and of outcome for students who study at a distance. Cookson (2002) mentions that it is important to assist students to have access to study programs. Cookson (2002) elaborates upon this and states, "If access is to be equitable, once they are admitted, socio-economically and educationally disadvantaged students require different forms of learning assistance" (p. 16). Disadvantaged students may include women, people with disabilities, those who live in rural and isolated areas, offenders and professionals who are experiencing stress and/or trauma. Many students need to be supported not only to have access to distance education and training programs but also to be successful in their studies. In this paper, factors pertaining to virtual tutoring and student support systems will be appraised and secondary themes, such as the limitations and strengths of technologies and the contexts in which they occur, are also covered. Some questions to be considered by professionals in the development of these virtual systems are raised. Perhaps as inquiry and practice associated with virtual systems becomes more informed, professionals will be in positions to ask better questions than they may have done in the past. Finally the interdisciplinary and pioneering work of the Alberta Supernet Research Alliance associated with the development of broadband connectivity for Albertans is mentioned. The experiences and findings of the Alliance may have implications for the third world within and external to developing nations who seek to overcome challenges that are associated with the "digital divide".