In an attempt to meet rising student demand and cost-effectively deliver instruction, colleges and universities are offering more online courses. Despite the increasing growth of the online format, there remains a question of the effectiveness of this instructional delivery method. We evaluated the relative effectiveness of a public speaking course in both the online and the traditional face-to-face formats at a large, public university in the mid-Atlantic region. A series of MANOVAs were run to test the differences in performance and other student growth indicators between course formats. While the students in the online courses demonstrated higher behavioral engagement, the majority of indicators were similar across formats. The technology might explain the observed differences in online courses, which permits students to correct mistakes and re-record a presentation before submitting it, or the larger withdrawal rate which may selectively remove those students who may have done poorly in either format. Implications for future research and practice are presented.