The proliferation and growth of online initial teacher education (ITE) has provided emerging evidence that access to this pathway provides life-changing opportunities for students who may have previously been marginalised from higher education. However, there is limited research that examines achievement of groups known to have been under-represented in higher education. To begin to discern the impact of the demographic composition of ITE courses on their achievements across key components of the course, more research is needed. Our article reports on the case of a large undergraduate Australian online ITE program with diverse student cohorts. Graduates' course achievement is examined according to socio-economic status (SES), residing location, and entry pathway. The data reported demonstrate that overall achievement levels are high, with findings revealing that in providing access to these online ITE programs, barriers to participation and achievement arising from students' SES, residing location, or formal academic background, can be ameliorated without impacting negatively on graduate achievements. Thus, we assert that the availability of quality online ITE is crucial in enabling participation and achievement of more diverse students, thus broadening accessible education.