Four years of data on the academic performance of 256 students who self-selected online developmental writing rather than a face-to-face section (about 10% of the 2,275 students enrolled in the course overall) are examined in this empirical study. The research controls for self-selection effects related to demographic variables, student status, and academic preparedness. Resulting analysis of the data suggests that instructional delivery method --asynchronous or face-to-face -- has a significant impact on student outcomes. The researchers summarize findings related to the influences of various factors on the retention and success of students in the online course. Based on these findings, the researchers offer suggestions for improving or creating a new online developmental course and discuss implications for future research.