Qualitative methods were utilized to investigate the perceptions of five students who attended online instruction, face-to-face instruction, or both, and two faculty members who had taught in both online and face-to-face classroom. This qualitative analysis aimed to compare student and faculty perceptions of online education versus face-to-face classroom instruction to determine which delivery method was more effective. A theoretical approach was the foundation of this study. Guiding questions for the study were designed to determine how students' positive and negative experiences of online and face-to-face instruction and instructors perceived experiences in in online compared to face-to-face instruction. Ten emails were sent out to recruit voluntary participants; five students and two instructors responded and participated. Data were coded and analyzed for emerging themes. Findings indicated that participants had mixed views of both modes of instruction; however, students enjoyed the interaction that face-to-face instruction allowed. Further, the results of this study might help leaders and practitioners in education determine which mode of teaching is most effective. In addition, future studies should explore differences in student satisfaction levels between online learning and traditional courses, if any. It is concluded that online and face-to-face activities can lead to similar levels of effectiveness. Although students enjoy the convenience and flexibility that online education provides, they desire to have interaction with other students and instructors that online instruction does not offer. Administrators could aim to structure classes so that students can benefit from both the flexibility that online learning provides and the interaction with others that face-to-face instruction offers. [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.]