This self-study examines the process of technological transition: the instructional shift from the use of one distance course delivery technology, to a different technology delivery system. Specifically, it examines the impact of the shift on course design, and on the instructor's transitional learning process that occurred while moving a graduate course from distance face-to-face delivery format, to an on-line collaborative learning format using Wimba[R] software. The change process is documented through the use of self-study methodology (Samaras & Freese, 2006), and an exploratory framework for technological transitions of this type, is proposed. The framework focuses on four critical areas of transitional knowledge: Student Knowledge, Technical Knowledge, Experiential Knowledge and Reflective Knowledge. (Contains 1 footnote and 5 figures.)