Critics of college dual enrollment programs suggest that online courses could pose significant challenges for dually enrolled students due to the online learning environment structure, concerns of academic achievement, and limited access to academic support. These concerns call into question the merits of online instruction for institutions who offer the basic public speaking course online to provide access to a broader base of students (e.g., in inner cities and rural areas). Dual enrollment continues to increase in popularity, especially within the general education curriculum, which includes the basic public speaking course at many institutions. Research shows these students excel academically, but a student development perspective is lacking. For these reasons, this study assessed dually enrolled and non-dually enrolled students in an online basic public speaking course by measuring and comparing pretest and posttest findings on a communication-related marker of student development, public speaking anxiety, and a correlated marker of student development, imposter phenomenon. Findings show that, with regard to these markers, dually enrolled students within an online basic public speaking course have some similar outcomes to those of non-dually enrolled students. This study hopes to lay the groundwork for additional scholarship and dialogue regarding the best practices for dual credit courses in the communication discipline.