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Problems associated with budget, distance, and time often make rural inservice teacher education difficult and impractical. This paper outlines problems encountered by novice online-learners and describes several techniques that helped rural teachers participate and succeed in a Web-based inservice teacher education program. The Peer Coaching Rural In-Service Model (PRISM) is testing a model for providing online support and continuing education in classroom management to teachers in rural areas. The project designed and delivered specific learning support mechanisms to provide effective instruction. Some of the supports were integrated components of the course platform and other interventions had little or nothing to do with technology. Specifically, the inservice support mechanisms included: (1) face-to-face learner-instructor contact; (2) use of an asynchronous delivery model that allowed for independent, non-simultaneous access to the course platform; (3) encouragement of personal support contacts; (4) the offer of reduced tuition to encourage teacher participation; (5) the encouragement o