As online education continues to grow, understanding faculty and student perceptions seems to be an imperative piece of the decision to continue to expand online offerings. The purpose of this study was to review faculty and students perceptions of online learning and to gain an understanding of the current status of distance education. This study was conducted in two parts at a mid-sized private, four-year college in the northeast United States. In 2012, 60 graduate and undergraduate students enrolled in both traditional face-to-face and online courses participated. In 2013, surveys were sent to both faculty and students. the past (n = 29) and faculty that only taught face-to-face (n = 91). Seventy-one percent of the student participants had taken an online class in the past (n = 34) while 29% had only taken face-to-face courses (n = 14). The student survey, created by Dobbs, Waid, & del Carmen (2009), was comprised of 59 items presented in a Likert scale (31 questions) and multiple choice/fill in (28 questions) format. Items focused on experience with online and traditional courses, perceptions about quality, challenge, and level of difficulty of online courses and traditional courses. The faculty survey was very similar to the student survey concentrating on faculty perceptions of teaching. The results of this study support prior research and confirm that faculty that have online teaching experience perceive online education more positively than those without online teaching experience. Alternatively, those that have only taught face-to-face, perceive that traditional classroom pedagogy as superior over online courses. Interestingly, the perceptions of both students and faculty was that students learn less (or the same) in an online environment while faculty perceive a higher quality of the courses taught online than students. Probably the most significant finding of the study is that both students and faculty prefer the traditional classroom over online education.