Differing methods of course development can lead to widely varying results. The University of Phoenix develops courses for both on-campus and online (e-learning) delivery, using electronic collaboration as well as in-person teamings. Course developers at the university rigorously measure feedback about course materials, and revise courses based on learners’ input. This article describes a model for developing and delivering e-learning doctoral-level curricula based on current research and a learner needs analysis. Suggestions for further improvements and surprising results about the most effective method for deriving e-learning materials are explored.