<P class=abstract>Based on the findings of a national survey conducted in 2004 designed to examine the support systems for both learners and tutors engaged in tertiary-level Web-based English education in mainland China, this paper reports the findings of secondary analysis by identifying the tensions in the current learner and tutor support systems.</P> <P>For <EM>learner support</EM>, four tensions were analyzed: (1) vigorous institutional learner support efforts versus learner utilization of the provisions; (2) learner qualities development versus academic support; (3) learner technical competence versus learner participation in online services; and (4) the relationship of face-to-face components and online components in learner support system design.</P> <P>For<EM> tutor support</EM>, four tensions were identified: (1) institutional conceptual understanding versus the actual practices; (2) tutor' enthusiasm versus tutor&rsquo;s perception of online education; (3) tutor responsibilities versus tutor commitment, and (4) current tutor support service repertoire versus tutor improvement areas.</P> <P>The paper analyzes possible causes for the tensions and proposes some solutions to address these tensions. <BR> </P> <P><B>Keywords:</B> learner support, tutor support, China, Web-based, tertiary, English language education, tension</P>