The measurement of student perceptions of learning effectiveness is often used as a tool at universities to enhance the quality of course offerings. The recent growth in online course offerings creates new challenges in evaluating learning effectiveness. This study used three principles of adult learning theory, foundation, self-concept, and orientation, to examine graduate students' perceptions of learning effectiveness in face-to-face versus online courses. This research consisted of a survey, interviews, and grade comparisons of MBA students at a private middle states university. The data from the survey was evaluated using chi-square analyses to identify statistically significant differences in student perception of learning effectiveness in face-to-face versus online MBA courses. Interviews were conducted to further elaborate on the data gathered from the survey. The research suggested five plausible reasons for the statistically significant differences in student perception of face-to-face versus online learning effectiveness. Grade comparisons of students in face-to-face and online courses bolstered the findings in this study. These results create a comprehensive framework that universities can utilize when developing and teaching both face-to-face and online graduate courses. [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.]