Each year, the number of institutions offering distance learning courses continues to grow significantly (Green, 2002; National Center for Educational Statistics, 2003; Wagner, 2000). Broskoske and Harvey (2000) explained that "many institutions begin a distance education initiative encouraged by the potential benefits, influenced by their competition, and prompted by fear of not being involved in distance education" (p. 37). These are just some of the reasons the percentage of higher education institutions offering distance learning programs exceeded 56% (n = 2,320) in 2000-01 (NCES, 2003). However, many programs begin without sufficient planning (Broskoske & Harvey, 2000; Katz, 2003) or are operating without the necessary support systems in place for continued success (Levy, 2003). In fact, what is necessary to support a distance learning program is a topic a few articles discuss (Benke, Brisham, Jarmon, & Paist, 2000; Phipps & Merisotis, 2000; Western Cooperative for Educational Telecommunications, 1999), but do not cover adequately, as the support of the program is not the articles' primary focus. This study addresses this void by identifying the various elements necessary to support a quality distance learning program through the introduction of the Concentric Support Model; a tool institutions can use in the planning and evaluation of their distance learning program.