This study seeks to examine whether the predictors of success for students in an online quantitative course are different than those for an online qualitative course. Data were collected from students taking online courses offered by an AACSB accredited College of Business at a medium sized state university (total student population 7,000) in southern Louisiana. A quantitative course is defined as numerically based and involves mathematical calculations; while a qualitative course is conceptual in nature and does not include mathematical calculations. Examination of the significant variables present different predictors of student success, dependent upon the class surveyed. Students with higher ACT math scores and higher semester GPAs were more likely to be successful in a quantitative course. Whereas, students with a higher level of reading comprehension (as measured by a student's ACT reading score) are more likely to earn an A, B, or C in a qualitative class.