Hybrid courses are becoming increasingly common at the university level. With this type of course comes questions about the effectiveness of each method of instruction (face-to-face and online) when used concurrently. The available literature supports a hybrid format for many university subjects; however, research in this area with a personal health course is lacking. The purpose of this study was to determine if there was a significant difference in knowledge gained through each method of instruction experienced by students in a foundations curriculum personal health course. The hybrid design of the course in this study allowed for analysis between face-to-face and online instruction within the same group of students. Results from a two-way ANOVA show no statistically significant difference between knowledge gained through each method of instruction. The findings support the use of a hybrid format in personal health courses and future studies to determine what makes these hybrid health courses most effective.