As community colleges are increasingly offering distance education courses, it is of great interest to examine student performance specifically in science courses. The objective of this study was to examine the student success and retention rates in anatomy courses that were offered face-to-face (F2F) compared to hybrid offerings. In the F2F courses, both lecture and lab sessions were on campus while the hybrid version involved on-campus labs and online lectures. Student grade point average (GPA), as a performance factor, was also examined. The results indicated that the student success and retention rates were significantly lower in the hybrid anatomy courses compared to the F2F. In addition, student GPAs were significantly lower among those students who failed the classes compared to those who passed, regardless of the delivery mode. Studies on student performance in distance education environments are needed to close the achievement gap among community college science students, particularly minority and nontraditional students. It is more likely that most nontraditional and minority students begin higher education at community colleges, and a lack of success in their science classes will place them at higher risk to drop out of college and may deter them from continuing in the sciences.