This paper reports findings of a study that examined student performance and attitudes towards the use of information technology in virtual and conventional settings. Students were preservice undergraduate and graduate students enrolled in an educational media and technology course. All were fulltime, on-campus students, but one group completed the course entirely online. A Web-based survey was administered. The two groups completed pre and posttests on student performance, and a Likert-type attitude assessment. Analysis of covariance (ANCOVA) was conducted to determine if there were significant differences in attitude and performances. The findings revealed that there were no significant performance and attitude differences between the two groups.