Concerns about faculty workload in the online environment are a reported deterrent to participation in distance teaching. To date, such concerns have been based primarily on anecdotal evidence rather than empirical research. This paper presents results of a study directly comparing the instructional workload in a turfgrass management course taught by the same instructor in two different formats: resident (face-to-face) and distance (online). Comparing the two environments, faculty workload was comparable or less in the distance environment while student achievement, as evidenced by final grades, was similar. (Contains 3 tables.)