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This paper examines the distance learning process by providing an informed student's perspective as well as the instructor's perspective on an Internet-based synchronous distance learning experience. Throughout the semester, the student maintained a class-by-class journal on his experiences and reactions to the Internet-based course. This journal served as a crucial resource in the subsequent evaluation of the virtual classroom experience. The analysis provided in this paper, informed by current research on traditional and distance education, suggests that community, interaction, pedagogy, attention, and feedback play important roles in the success of an Internet-based learning experience. Specific comments by the course instructor, as well as survey results from both students and other instructors for a number of synchronous Internet-based courses, are also presented. This data further illuminates the student synchronous distance education experience and contributes additional insight into the delivery method and its ongoing evolution. The unique observations and conclusions provided here are useful for both instructors and students interested in participating in synchronous as well as asynchronous computer-mediated education. [ABSTRACT FROM AUTHOR]