Distance-delivered education is defined as the transmission of "educational, instructional, or training programs to two or more people at two or more locations separated by space or in time" (Wagner, 1992), using technology (voice, video, data, or print) to bridge the instructional gap. Because distance education uses technology to deliver instruction, it provides the means to increase access and to use instructional resources efficiently. Distance education extends available personnel and links geographically dispersed groups. Distance education involves complex issues that require comprehensive planning. Various types of media (e.g., print, audio, video, computer) are being harnessed and applied singly and in combination to deliver instruction. Other issues relating to organizational readiness add to the complexity of distance education. This diversity of offerings and of students' needs suggests that criminal justice programs would be amenable to distance-delivered instruction. This article discusses how to plan a distance education program. The authors focus on assessing technological, personnel, and curriculum needs by performing a needs assessment; forming a marketing plan that analyzes markets and selects marketing strategies; developing instruction for distance delivery; and training instructors to deliver the redesigned instruction. Once the courses have been developed and the faculty prepared, the implementation and revision stages follow. These stages involve continuous marketing, production, evaluation, and revision of the distance-delivered product. 19 references