Teaching distance courses is something totally different from teaching in the classroom and the dif-ference is often underestimated. Unfortunately, it is not unusual that teachers start teaching in distance education without having profound knowledge of what distance learning is, without necessary train-ing, and experiences that is needed according to several authors (Dippe & Zackrisson, 2006; Holmberg, 2006). Holmberg writes that a “trial-and-error” behaviour has been in practise and too of-ten, an ordinary campus course is simply moved into the new framework without important and nec-essary alterations. The result has been “double drop-outs”, i.e. students drop out of badly planned courses and teachers reject working with distance courses without realizing the complexity of the pro-ject they have participated in. Dippe and Zackrisson (2006) have studied a teacher training program for un-qualified teachers in Sweden, the SÄL-program, and have found that here are significant dif-ferences between campus education and distance education within the program. The authors argue that distance learning within the SÄL-program is based on the conclusion that the competence needed for distance teaching is the same as for teaching campus courses. Hedestig (2002) supports Holmberg’s opinion that teachers too often lack the necessary qualifications for teaching distance courses and that they seldom get professional development within the field and therefore, are reduced to trying to figure out how to manage this new situation on their own. It is only natural that teachers in this situation try to keep to as safe ground as possible, i.e. they tend to choose solutions they are fa-miliar with, e.g. moving the classroom teaching to video conferences.