How do students' expectations of instructor support in an online learning environment differ from the instructor's idea of what support students should be provided in learner-centered education? What assistance do students actually require in the transition from a classroom setting to an online environment? The authors discuss these questions and share their experience in adapting a graduate Education course to an online format. The article also describes the challenges of creating a sense of community in an online environment. For others in similar situations, the authors provide recommendations on course planning and development, course orientation, and course instruction and management.