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Web-assisted and Web-based courses are exciting asynchronous learning paradigms that challenge the way universities offer instruction to students. The author has taught a web-assisted microprocessor-interfacing course at Iowa State University for the past three years. The creation, management, and evaluation of the web-content definitely increased the author's workload. However, the quality of student performance was dramatically better than the performance of students that had taken the course prior to the web-content introduction. This paper outlines the course and web-content, as well as comment on successes and failures experienced throughout the course design.