This study examined Illinois high school principals' perceptions of the growth, quality, advantages and disadvantages of alternative learning environments. In this study, alternative learning environments involved the use of both synchronous and asynchronous modes of communication for course delivery. Synchronous modes of instructional delivery were interactive TV, video conferencing, and web conferencing. Asynchronous modes of instructional delivery were online learning, computer-assisted instruction, and pre-recorded videos. Quantitative data was obtained by an electronic survey published on the Illinois Association of Principals' website. The survey consisted of both closed and open-ended items. Results of the survey indicated that the growth of synchronous distance education was declining among Illinois high school principals. Asynchronous distance education, as the survey data indicated, was increasing. Illinois high school principals indicated that their predominant choices of asynchronous distance education were online learning and computer-assisted instruction. Illinois high school principals rated the quality of synchronous and asynchronous distance education on a 5-point Likert scale ranging from 1 = never to 5 = always. The seven characteristics rated were: (a) high quality instruction, (b) learning outcomes equal to or better than face-to-face courses, (c) aligns to the current state standards, (d) prepares students for high school graduation, (e) prepares students for post secondary education, (f) prepares students for college entrance exams, such as ACT or SAT tests, and (g) meets the expected learning outcomes. Illinois high school principals' mean range for the quality of synchronous distance education was between 2.87-3.59. The mean range for the quality of asynchronous distance education was between 3.15-3.73. Open-ended items were used to access principals' perceptions of the advantages and disadvantages of synchronous and asynchronous distance education. For the advantages of synchronous distance education, the themes generated included: flexibility of course offerings, opportunity for independent learning, cost effective, and flexibility in school scheduling. On the other hand, the disadvantages of synchronous distance education included: technology problems, lack of interaction, and lack of feedback. Concerning the advantages of asynchronous distance education, principals thought they provided students with additional opportunities to explore more advanced course(s), there was no need to schedule common time for courses, they can be completed at the pace of the learner, and they were perceived as cost effective. Themes concerning the disadvantages of asynchronous distance education were: lack of face-to-face contact, lack of self-motivation on the part of the student, and technology glitches. [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.]