The purpose of this study was to examine the student performance and student satisfaction in two courses offered by the University of Minnesota to in-service career and technical education teachers who were preparing to teach occupational programs at the high school or technical college level. The study compared the student performance and satisfaction in two WBI-enhanced classes with the performance and satisfaction in equivalent, traditional classroom versions of the same two classes. There were 22 students in the Web-base instruction (WBI) version of the methods course and 25 in the traditional version. Not all students completed the student satisfaction evaluations. To ensure that the instruction in the WBI-enhanced versions of the courses was as nearly equivalent as possible to the past traditional versions, two instructors with Ph.D.'s in education who had long histories of teaching the courses in a traditional manner, and who were interested in online instruction, re-formatted the courses for WBI. Each WBI course contained a detailed syllabus, instructional modules designed to lead students through the learning activities and related resources, project guidelines and expectations, and exercises that required students to participate in cooperative learning activities. Student satisfaction and student performance in both the WBI version and the traditional classroom version of each course were evaluated using the same criteria. The first measure addressed in the study was student satisfaction. The second measure the study addressed, student performance, was evaluated based on four different assessments used in each of the courses: two projects, a final test, and an overall final grade. The results indicated that students needed to spend an equal amount or more time on the WBI courses than on typical courses, but they did not tend to find the WBI courses more difficult. No statistically significant differences were found between the two versions of each of the courses on the student satisfaction measures. Implications, limitations, and suggestions in this study are also discussed. (Contains 7 tables.)