This article reports on a study of academic experiences and outcomes for a sample of 1,346 freshman students who completed a virtually taught first-year mathematics course during the fall 2020 semester. Overall student achievement during the fall 2020 semester, during which courses were taught in a virtual modality, remained at the same level as the previous five fall semesters in which courses were taught in a traditional face-to-face modality. While approximately 66% of students preferred face-to-face courses over virtually taught courses, 18% indicated a preference for virtual courses. Overall, this study found evidence that offering both face-to-face and virtual first-year mathematics courses may be a viable and sustainable option going forward.