The U.S. Office of Juvenile Justice and Delinquency Prevention defines accountability-based sanctions as "any service, sanction, or juvenile offender option that juvenile offenders are subject to and whose goal is to hold adjudicated juvenile offenders responsible for their delinquent conduct." This sanctioning policy has culminated in a broad definition of sanctioning that encompasses a wide continuum of service and interventions commonly used by juvenile courts today. Many juvenile justice agencies are exploring a unique set of training options that focus attention on accountability-based sanctions. Of particular note is the increased use of "distance learning," an educational technology that incorporates the use of computers and the World Wide Web to offer course and other training opportunities to people seeking alternatives to the more traditional educational environment. One notable effort in this area is the Ohio State University Accountability-Based Sanctions Internet Training Project. This project was designed to provide information on how the development and use of ABS is affected by the specific model that is being used. The material developed relates most directly to case management and aftercare planning issues that affect juvenile justice professionals in Ohio; however, most of the content should be applicable to juvenile justice professionals in any of the States that have similar statutes. To date, two primary vehicles have been used to transmit this material: a hard-bound copy of the ABS Handbook and an ABS Internet training site. A pilot training of the ABS Internet site began in July 2000. As a result of the pilot program, 95 percent of the participants indicated the ABS Web site contained information that was useful to them in their professional work, and 82 percent believed that the material had helped them perform their job more effectively and/or would be helpful to them in the work they do in the future. Additionally, 82 percent agreed that the availability of an Internet-based training tool was helpful to them as professionals; and 70 percent favored their agency/organization investing in more Internet-based training for juvenile justice professionals. Only 38 percent, however, agreed that the Internet was a better means of receiving information than the typical training mechanisms they had used in the past. Still, the acquisition of knowledge was found to be as effective through "distance learning" as through traditional instruction formats. This paper suggests combining training methods to increase the cost-effectiveness of the learning process. Face-to-face training methods following the mastering of material learned through the Internet would help in applying the knowledge gained. 20 references