With the dramatic rise of diversity in American schools, the need to prepare teachers to work with this population, and the increasing popularity of online instruction, teacher educators and researchers need to pay greater attention to the effects of online instruction. This study examines and compares the impact of a critical multicultural education (CME) course on students' learning through two modes of instruction--online and face-to-face. The course was designed in accordance with the key principles of multicultural education and taught in the same semester in a Midwestern university in the US. Thirty-six students participated in the study: 19 students were enrolled in the face-to-face class and 17 in the online module. Analysis drawn from a multiple-case study design indicated no significant difference in students' transformative learning as a result of participating in a face-to-face or online class.