The rapid growth of charter schools has encouraged innovation and led to new models of schooling. Foremost among these are cyber charter schools where students learn from computer-based lessons beyond the walls of the traditional schoolhouse setting. The authors present the case of cyber charter schools in Pennsylvania. They describe how cyber schooling has upset traditional accountability structures and led politicians, educators, and parents to challenge the organizational structures, enrollment patterns, and per-pupil funding formulas that sustain cyber charters. They conclude by advancing policy recommendations that address salient policy issues that state and local policymakers will likely encounter as cyber- and home-school charters continue to evolve.