Terry Anderson is a professor and Canada Research chair in Distance Education at Athabasca University, Canada's Open University, where he teaches in the Masters of Distance Education program. In this article, Anderson begins his response to "A Review of E-Learning in Canada" by commenting that he believes Philip Abrami and his colleagues at Concordia University have done an admirable job of over viewing the complex state of research and related perceptions of e-learning in Canada in the early years of the 21st Century. Anderson says that the work of these scholars at quite effectively aggregating and synthesizing is commendable given the emergent, regionally disparate, complex and most critically, under researched domain that they have reviewed. Anderson mentions that unfortunately, what stands out most readily for him (and echoed by the authors) is the poverty of data, sound research, and systematic analysis of the considerable social, economic and educational impact that has accompanied the rapid integration of e-learning technologies into both formal and informal learning institutions and organizations. This dearth of data is especially ironical and perplexing given the positive views of almost all respondents (from educators to policy makers, from students to the general public) identified in the review. Canadians seem to very clearly see e-learning as a critically important component of life and learning. However that interest has not evolved into an active e-learning research and development and knowledge dissemination program. Anderson enthusiastically agrees with the key recommendations that conclude the report and repeats them in his own concluding comment.