The North Carolina Virtual Public School completed its first session during the summer of 2007. Evaluation results revealed differences between accelerated and credit recovery students, including a significantly higher likelihood for accelerated students to rate their courses as high quality, to express interest in taking another online course, and to possess the necessary prerequisite technical skills to be successful online. Three themes emerged from qualitative comments: advantages of online learning, course design issues, and student readiness for online learning. Teacher comments suggested several readiness factors impacted student performance online, including appropriate technical skill, proper technology resources for full participation, and self-direction.