War College programs rely on a combination of content from both publicly available and military-specific sources. For example, course materials for topics in leadership and management may include a mix of readings and exercises from scholarship (e.g., organization theory, management science, and psychology) and military sources (e.g., case studies or scholarship focused on the military context). The result is often a loosely-coupled set of materials that facilitators use as a start point to satisfy the stated learning outcomes. However, this loose coupling can become a liability when the material is adapted for delivery via other means including synchronous distance and asynchronous means. I encountered this challenge when I adapted two elective courses or delivery over various distance modalities. These elective course covered leading organizational change and organization communication, and the modes included both synchronous and asynchronous means. I found that readings and activities that were loosely coupled from each other were difficult to adapt to differences in the respective course calendars and technical means. Based on these experiences plus witnessing how civilian distance programs develop their own proprietary materials, I propose that course materials should be more self-contained, i.e. more tightly coupled, to ensure consistent delivery.