Institutions of higher education have been consistently offering more virtual classes over the past decade. The need to understand the implications of these increased virtual class offerings has become essential in recent years. The purpose of this study was to explore virtual classes within a college of agriculture and the impact on student success. Agricultural education has traditionally been more hands on than other disciplines. Because of this, exploring the impact of virtual class increases is extremely important. Using student-level and success rate data from a College of Agriculture in southern California from 2009 to 2019, a mixed-methods approach was taken using an ordinary least square and IVprobit model regression statistical analysis, along with eight individual interviews with six students and two faculty members. This research explored the quantity of virtual classes taken each semester, annual graduation rates, and various demographic statistics. The models indicated that overall, the efficacy of online classes in enhancing students' graduation prospects remained inconclusive. A key beneficial theme from students emerged from the analysis of interviews of increased flexibility of instruction. Students criticized the lack of uniformity in the structure of online classes. They also identified a perception of virtual instruction as of lower quality. Faculty being interviewed primarily identified the importance of time management for students to be successful in virtual classes. The theme that emerged from both groups was a concern about the lack of social relationships developed during the classes. [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.]