Beyond Crossroads states that mathematics faculty should (a) select technology that is accessible to students enrolled in their distance learning mathematics course, (b) advise students on the expectations of their distance learning mathematics course and orient them to the distance learning environment of their course, (c) provide students with course information outlining course objectives, concepts, ideas, and learning outcomes for their distance learning mathematics course, (d) engage in ongoing professional development to enhance their mathematics course presentation and support their teaching practice in the distance learning environment, and (e) assure that learning outcomes in mathematics distance learning sections are consistent with those of similar mathematics courses taught in the classrooms. Nancy Sattler, past chair of the Distance Learning Committee, explains how she is addressing Beyond Crossroads strategies in her online mathematics class as Terra Community College changed from quarters to semesters and the curriculum changed. She adheres to the philosophy that technology should facilitate a kind of learning that is durable, has substance, is engaging to students, and provides mathematical insights through a high level of understanding of the mathematics being taught.