Discriminant analysis was used to determine whether classifications could be made between students enrolled in e-learning and in face-to-face university courses (N = 353) based on their scores from separate instruments measuring sense of community and motivation. Study results provide evidence that the predictors were able to distinguish between the 2 groups. The results reveal that stronger intrinsic motivation of the online group represents the most important predictor in discriminating between online and traditional students. Implications of these results for online instructors are discussed, and recommendations for further research are provided. (Contains 4 tables.)