Distance education is now a core delivery method for higher education, yet it is unclear whether shifts in instructional modality are leading to positive outcomes. This study reviewed outcome data for undergraduate science and mathematics courses taught in two or more modalities (classroom, hybrid, or online) at a public two-year degree-granting institution in the Mid-Atlantic region of the United States. Student and course enrollment variables were investigated to identify statistically significant correlations with desirable student outcomes. Student variables included age, ethnicity, gender, academic history, and registration date. Course variables included faculty type, course purpose (major or general education), campus, and subject area. The data set for this study included outcome data for more than 24,000 enrollments over a three-year period at a single institution. The independent variables were studied for correlation with desirable course outcomes, yielding some valuable insights worthy of deeper exploration as more diverse learners are seeking higher education in an increasingly online environment. [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.]