Using data from a unique undergraduate marketing math course offered in both traditional and online formats, this study looks at four dimensions of course evaluation: overall evaluation, perceived competence, perceived communication, and perceived challenge. Results indicate that students rate traditional classes better on all four dimensions. However, the relationships between outcome variables (overall evaluation and perceived competence) and controllable variables (perceived communication and challenge) remain consistent across both formats. Perceived competence and perceived communication are positively associated with overall evaluation of the course. While perceived challenge has no significant relationship with overall evaluation, it is positively associated with perceived competence.