This paper commences to unpack the possibilities for the question: how can technologies transform the learning for our future regional teachers? Videoconference and interactive whiteboards are not new. Yet, the innovation of these technologies has resulted in a new way of thinking to enhance the learning experiences for regional students who often feel disconnected when studying from a distance (Moore, 1997; Knipe &Lee, 2002; Saw et al., 2008; Worthy, Arul & Brickell, 2008). The advancement arises when a shared digital canvas is created using networked interactive whiteboards in conjunction with the videoconference for video and audio communication to provide two-way distance learning. The Networked Solutions Project is an exemplar of such technologies being developed to improve the learning landscape for regional pre-service teachers at the University of Wollongong (UOW). The new infrastructure, technologies and evidence-based research of multi-location delivery attempts to address issues of: fragmentation; duplication; inconsistency and in-equitability as identified by Winchester & Sterk (2006) in their Australian Universities Quality Agency (AUQA) audit for regional universities. This paper is a work in progress; it explores multi-location delivery of the Graduate Diploma of Education (GDE), the pilot program for the project. Data collection will occur throughout the year, concluding in December, 2010. Arising from the completion of this research in 2011 will be the strengths, challenges and affordances of multi-location delivery. Initial findings have commenced to establish a picture of participant perceptions and experiences. Further to this, more research is necessary to better understand the effectiveness of the networked interactive whiteboards (NIWB) technologies in tertiary institutions (Dawson, 2010).