The proposed hypothesis stated that there would be no significant differences between rating of Instructional Effectiveness for online and face-to-face students across all subjects. Overall, results confirmed this hypothesis. Students in both online and face-to-face courses did not perceive a significant difference in Instructional Effectiveness for theology, history and philosophy. No significant differences in online and face-to-face course ratings of Instructional Effectiveness were found in these courses. This indicates that students in face-to-face and online courses perceived that they were receiving adequate and effective instruction in their respective courses. This also indicates that effective teaching cuts across both mediums. The instructors selected to teach had never taught online before the beginning of the program, but were instructors who consistently received higher student ratings in face-to-face courses. Since additional instructors were introduced to the online and face-to-face course environments in 2003, ANCOVA was utilized to remove the effect of differences in teaching styles. However, for biology courses, findings indicated that students enrolled in face-to-face courses perceived the instructional effectiveness to be higher than those enrolled in online courses. This may be due to the content laden nature of biology courses.