The purpose of this project was to compare the effects of a computer-based distance learning program on the ability of preservice physical education and preservice elementary education teachers when attempting to become proficient in qualitative analysis (specifically the detection of errors in the overhand throw). The data was collected from two studies that utilized the same procedures, methodology, and data analysis. Fifty-five preservice physical education teachers and 64 preservice elementary education teachers were randomly assigned to one of four groups. The task for each group was to detect errors in an incorrect throwing motion as exhibited by a model on a computer screen. The errors depicted were different for each testing session and the model was trained until the chosen errors were effectively displayed. Participants were asked to submit what they thought was incorrect in the boxes provided on the computer screen and the results were then transferred to an Internet collection site for analysis. Five days after the final treatment and testing session the participants were involved in a retention test. Group 1 (n=13 for PE & n=16 for EE) acted as the control; Group 2 (n=13 for PE & n=15 for EE) viewed a video capture of the appropriate throwing mechanics as demonstrated by a trained and highly skilled model ; Group 3 n=13 for PE & n=17 for EE) viewed text information describing the appropriate throwing mechanics of the overhand throw; and Group 4 (n=16 for PE & n=16 for EE) received a combination of video capture and written information. A one-way analysis of variance (ANOVA) for physical education students , F(3, 51)=.79, p=.505; and for elementary education students, F (3, 60)=.28, p=.842, confirmed no significant differences between groups on the pretest. An ANOVA with repeated measures indicated a significant, negative time effect for the physical education group, F(8, 24)=31.09, p .001. An ANOVA with repeated measures indicated a significant time effect, F(8, 480)=128.33, p=.000 for the elementary group. Results indicated that for the preservice elementary education teachers, across the acquisition and retention phases, a combination of video capture and text was the most effective distance learning tool. Keyword(s): elementary education, research, technology