A case study is presented on the use of web-based technol ogy to transition from a lecture-based delivery system to an online/multimedia technology delivery system at the University of Oklahoma's School of Industrial Engineer ing. Coupling web and multimedia technology with a pyramid approach to a simulation course sequence, the goal is to provide both undergraduate and graduate stu dents with strong simulation skills in both modeling and analysis. Web-based technology is used to provide course access to non-traditional students, to re-enforce prerequi site knowledge, and to support learning statistical con cepts. The approach has been successful at (i) generating two types of graduates, the simulation modeler and the simulation analyst/consultant, (ii) increasing the reten tion of non-traditional students (industrial engineering students with full-time jobs and other engineering majors without strong statistical backgrounds), and (iii) gradu ating two non-traditional students in the School's master's degree program as based on their research in simulation analysis. However, online technologies are not without their disadvantages. While the burden has been eased on student learning and their out-of-class activities, the faculty is now tasked with an increased load of sup porting online courses and utilizing web-based technolo gies both within and outside the classroom.