Virtual learning environments have increased in frequency in the years following the COVID-19 pandemic. There are differences in the social learning structure between virtual learning environments and traditional learning environments. A growing body of scholarship has aimed to investigate the impacts of the virtual learning environment on student outcomes as compared to traditional environments. Those studies have produced mixed findings concerning student success. This study was designed to determine if there was a statistically significant difference in student performance outcomes for virtual environment students as compared to traditional environment students in the State of Missouri. This quantitative, causal-comparative study was framed to test the Bandura Social Learning Theory by comparing Missouri's students receiving virtual instruction district-level end-of-course scores and Missouri's students receiving traditional instruction district-level end-of-course exam scores in the content areas of Algebra I, Biology I, American Government, and English II. Findings of this study indicated there was no statistically significant difference between the students' end of course exam scores between the two different learning environments. [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.]