With a growing interest in behavior analysis around the world, particularly for children with autism, many behavior analysts are called upon to provide services and supervision in far-flung regions with few services and supports. Distance technologies such as Web-based video conferencing, electronic video review, and simple phone calls can provide an efficient means of providing consultative services, and can also provide a means of establishing behavior analytic services in communities where none were formerly present. Distance-based supervision can mean the difference between a community with a growing number of certified behavior analysts, associate behavior analysts, and an ABA affiliate chapter, or a community with loosely tied practitioners "doing the best they can". Remote coaching can efficiently reach teachers and instructional assistants in classrooms that otherwise would rarely have supervision opportunities. However, the use of distance technologies also presents unique practical and ethical issues with regards to ensuring the effectiveness of this type of consultation, and exacerbates the difficulties inherent in any non-employee supervision arrangement. In this presentation, panel members will discuss the joys and tribulations of providing and receiving "virtual" supervision and coaching.