This study compares outcomes relating to religiosity in two different religion courses to identify possible differences in the outcomes received by students who took the course online asynchronously versus face-to-face. We also seek to identify whether students enrolled in the same online religion course report different learning outcomes based on the different instructors teaching the same course. Using a validated instrument measuring affective outcomes, we surveyed 495 students enrolled in religion courses at a private religious university. Students in face-to-face religion classes reported greater outcomes regarding religiosity than did their peers in asynchronous online courses. Additional results and limitations are discussed.