Online education has emerged in the 21st century as a popular alternative to traditional education. Proponents argue that online education provides opportunities for learners that they would otherwise do without (Beard & Harper, 2002; Hay, Peltier, & Drago, 2004). Opponents (see, for example, Hay et al., 2004) have argued, however, that the loss of face-to-face contact may be detrimental to learning. To explore this debate, the author examined multiple sections of an undergraduate criminal justice course in which half of the sections were taught asynchronously online and half were taught in a traditional classroom setting. Study findings indicated that student learning occurred in all sections and method of delivery was unimportant. (Contains 1 figure and 1 footnote.)