There have been few studies comparing student performance in online and face-to-face economics courses. Those studies that have been undertaken have concentrated on traditional students (18- to 22-year-olds). This paper examines student outcomes in an undergraduate course in microeconomics taught to non-traditional students (average age is 33 years). Analysis using multiple regression techniques suggests that there is no significant difference in grade between online and classroom students. Additional analysis that controls for sample selection bias does not change the result. This result may vary from previous studies because the student population was non-traditional and therefore more motivated and dedicated to learning in any format. This result has important policy implications since the adult student population in the US accounts for about 40 per cent of the higher education market.