This study explores the effects of immediate and delayed feedback for 2 noncohort groups of high school students enrolled in distance learning courses at Brigham Young University. One group received immediate feedback while the second group received delayed feedback. Those students receiving immediate feedback performed significantly better on final exams, but those who received delayed feedback completed courses in significantly less time. The findings promise to inform best practices for providing feedback to secondary students in a distance learning setting and also give cause for further research. (Contains 2 tables.)