The purpose of this quantitative, ex post facto study was to determine if there was a significant difference in course pass and withdrawal rates between online community college synchronous and asynchronous introductory English composition (IEC) courses. The community of inquiry provided the theoretical foundation for the study. The research questions compared course outcomes of pass and withdrawal rates between online IEC classes delivered synchronously and asynchronously during the 2021-2022 academic year. Archival data from a single community college in southern California was used to compare outcomes for N = 148 IEC courses (n = 67 synchronous, n = 81 asynchronous) using Mann-Whitney U tests. There was not a statistically significant difference for pass rates between synchronous (Mdn = 0.625) and asynchronous (Mdn = 0.600) courses, U = 2694.5, z = -0.073, p = 0.942. Course withdrawal rates were also not statistically different between synchronous (Mdn = 0.095) and asynchronous (Mdn = 0.125) courses, U = 2463.0, z = -0.967, p = 0.334. The results extend the online education literature through the finding of equivalent outcomes for online community college IEC courses based on delivery method. Implications for school administrators and students are discussed. [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.]