In order to understand whether a "personal" education found in the mission of a private liberal arts university could be delivered in alternative formats, an investigation into the teaching practice of eight instructors in newly designed alternative delivery courses was conducted during the fall and spring semesters of 2013-2014. The faculty taught in education departments across three levels--undergraduate teacher certification, masters and doctoral studies in education. The alternative delivery courses for the study included online, hybrid and one web-camera distance learning course, so that students were in the classroom with the instructor on alternative weeks, and teleconferencing with him through a web camera during the other weeks. Qualitative data indicated that all instructors met the challenges of training, student bias, course design, yet raised questions of interaction, rigor and workload. Personal mentoring of students was not evidenced. Student feedback established that students were amenable to alternative deliveries, but that they wanted a choice or prior knowledge of such delivery. Particularly, both instructors and students missed the discussion rich environment found in face-to-face environments. Recommendations that would help meet the "personal" education mission in alternative delivery courses were continued instructor training, advanced advertisement of alternative delivery, intentional effort for student legal accommodations and mentorship, and continued assessment of such courses.