The purpose of this study was to demonstrate the benefits of on-line learning for adult learners and to further demystify three common misconceptions concerning on-line learning: students certainly do receive support from their on-line professors, the professor is pro-active rather than passive, and students may be more motivated to learn than in a conventional classroom. The author registered in a one semester on-line Teaching Business English course for already practicing professors of English language sponsored by the University of South Carolina in association with the American Department of State. She details the experience through concrete examples from the course and stresses that adult learners may successfully complete such a course by becoming used to time-management techniques particular to off campus, modular type learning, familiarizing themselves with strategies used in on-line learning such as community building exercises and highly structured assignments. The author concludes that there are several similarities between high quality on-line learning and conventional classroom learning. Factors that encourage high quality on-line learning such as clearly structured, attractive, varied assignments that are given quick, detailed feedback are also found in a traditional classroom setting. The author encourages university professors who are not in close proximity to in-service training to register in on-line courses. (Contains 2 figures.)