The purpose of this study is to determine the number of counselor education programs that utilize distance learning, to identify the distance learning software delivery products used, and to identify features of software used. The researchers also attempt to identify faculty perceptions related to and experience with the importance of distance learning; the impact of distance learning on counselor education programs in terms of quality and enrollment, recruitment practices, course development, time commitment, supervision issues, and faculty compensation; and ethical and legal issues. All Council for the Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs, as well as other administrative units identified by Hollis and Wantz (1993), were surveyed, thus targeting a sample size that approximates the population. In this study, distance learning is defined as any type of technology utilized outside of the traditional face-to-face classroom instruction. The study makes a distinction between courses that are delivered 100% via distance learning and courses taught in the classroom that are augmented by distance learning (e.g., technology- or web-enhanced). (Contains 19 references and 7 tables.) (Author/ADT)