Though online course offerings have expanded to meet the needs of student access in the context of funding constraints, research has shown worse student outcomes in online classes, with significant inequities by race and ethnicity. Consequently, the proliferation of online course offerings could have vast implications for equity in the California Community College system. The problem is made more difficult due to the online paradox, the seemingly contradictory phenomenon in which a student who enrolls in an online class is less likely to successfully complete that class when compared to traditional, face-to-face classes, while also being more likely to achieve a successful, long-term outcome, such as degree completion or transfer. This quantitative, longitudinal study used descriptive and correlational design along with the input--environment--outcomes framework to examine the impact of online learning on student success and equity--specifically, the relationship between enrollment in online classes and students' time to complete a degree or transfer, focusing on students at a single large community college in California. This study also examined whether the same online paradox that appears in state and national data also appears in outcomes at this institution. Results indicate that the online paradox does exist at the institution, even when disaggregated by race/ethnicity. Results also indicate that, while online enrollment has a strong predictive relationship with completion and transfer, there is no practical impact on time to completion. The study offered recommendations for policy, practice, and future research about online student success and the online paradox. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]