The academic achievement, dropout rate, and demographics of students enrolled in traditional face-to-face and online courses at a community college located in the suburbs of New York State were examined. Courses offered during the fall 2010 semester in both instructional delivery models were selected from arts and humanities, behavioral science, business and professional education, and science and math. The variables were analyzed within and across the disciplines to compare and contrast the findings. Students enrolled in the traditional courses were younger and had lower prior GPAs than did students in the online courses. However, the dropout rate was higher for students enrolled in the online courses than for those in the traditional courses. Administrators in higher education should become cognizant that this modality warrants their attention and reassess online education at their institutions. Institutions should look to provide a variety of support services for the students as well as the faculty to enhance the success rate of this modality of instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]