In this investigation of student performance in introductory business statistics classes, the authors performed two separate controlled studies to compare performance in (a) distance-learning versus traditionally delivered courses and (b) multiple choice versus problem-solving tests. Results of the first study, based on the authors' several semesters of experience teaching the course in both distance-learning and traditional formats, show that the distance-learning students did not fare as well as those taking the course in the traditional format. The results of the second study, in which a common set of students took both multiple-choice and written exams in the same semester, showed no significant difference in performance.