As an educational theorist, the author finds Dreyfus' reflections on education, on skill, competence and proficiency, on embodiment and on commitment and risk, to be of deep importance and deserving widespread debate. Moreover, as an educator whose teaching is done at a terminal and whose practice is inextricable from the Internet, the author finds his understanding of the Net much enriched. Ironically, however, he finds Dreyfus' book, "On the Internet," weakest where these concerns overlap, in Dreyfus' direct and indirect address to the question of Distance Education, and specifically its new variety, online education. In this article, the author focuses on the issue of Distance Education. The author argues that the problem with the is that there is not enough about the body as a language-using body with a language-user's history. If Dreyfus' account of skill, competence and proficiency is so compelling, it is arguably because, ironically, it is language use that is here the suppressed context. The author suggests that this needs to be brought into the foreground for Dreyfus' observations to achieve the salience they deserve, not just for Distance Education but for education at large.