This study looks at the performance of students in an online and face-to-face section of economic principles with the same instructor. After controlling for the bias of students selecting the online section and observable characteristics, we did not find any statistical difference in the exam performance of students across delivery modes of the course. This work contributes to the literature on student outcomes across delivery modes with the implementation of an experimental design in that the instructor purposefully made the sections as similar as possible including the same homework and exams.