Teaching opera places high demands on audio-visual and physical aspects of the teaching situation and represents a small but internationally widespread and travel-dependent labour and education market. The aim of this study was to evaluate the potential for establishing a video option and thereby reducing travel. A trial with opera master classes at a distance was carried out between Stockholm and Helsinki and the reactions of students and teachers were charted. The trial showed satisfactory lesson quality and keen interest among participants in gaining continuous access to this kind of distance education, mainly because of a strong mutual demand for renowned teachers and talented students. The study also investigated teaching under normal conditions (without an option for teaching at a distance). It was found that under both normal and trial conditions, the personal motivation of participants to participate in master classes was characterized by elements of desire and necessity. The desire component was linked to the aesthetic, creative and cooperative aspects of the art form and learning context, while the necessity component related to livelihood and career paths. A survey of the travel habits of some teachers and students indicated a relatively high frequency of travel by air or car to other regions and countries to participate in teaching etc., especially for the teachers. In light of these findings, introduction of technology for master classes and other similar teaching at a distance, e.g. between two or more Nordic opera colleges, could partially replace travel for teaching, but could also lead to more teaching of this kind, since it is in such a high demand. Overall positive environmental effects as well as positive effects on the quality of education could be expected by supplementing face-to-face with video-mediated teaching.