Education by distance learning is a rapidly growing industry. Advantages for learners include the flexibility to study when and where they like, equity of access to education, and widened educational choices. However, distance learning can impose considerable demands and constraints on the educational process. The design, delivery, and operation of drug courses by distance learning involves special complexity. Parochial perspectives on drug issues assume less relevance as the target group for distance learning courses widens to include learners in other geographical areas and in other countries. Issues to address include the development of course materials, student admission and attrition, student-tutor and student-student contact, and assessment. The development of a comprehensive, high-quality drug and alcohol program for a multidisciplinary target group is proving to be a daunting and costly task for any one educational organization. Collaboration between the education and training institutions involved could lighten the load, avoid duplication, and produce a consensus on learning outcomes and other areas. A system of credit accumulation and transfer between different programs should also be feasible. Purposeful collaboration is central to a successful and thriving market in flexible approaches to drug and alcohol education. 3 references (Author abstract modified)