In recent decades, in line with improvements in technology, schools have increasingly opted for Online Credit Recovery Programs (OCRPs) over traditional face-to-face courses. Despite sharing a common goal with traditional face-to-face programs--providing a pathway for students to get back on track, to avoid failing additional courses and falling further behind, and to graduate ready for college and/or a career--questions have emerged regarding instructional methods and the efficacy of OCRPs. To date, research on OCRPs is limited because "few states formally track or report student participation in online learning." The few studies that do exist mostly compare the effectiveness--in terms of success rates--of online versus face-to-face programs. Few data are available about the percentage of face-to-face instruction used in blended programs. Similarly, few studies address the certification status of staff members working with students in blended programs. This Research Brief examines what little research does exist about OCRPs. Specifically, it focuses on instructional methods, instructor certification, and program effectiveness.