This article deals with an on-line soils module project. The two goals for this part of the project were to determine if an on-line soils module could be successfully used for asynchronous instruction of two diverse populations and to determine which demographic factors are related to test performance. The module was presented to an eighth-grade physical science class and an eleventh-grade honors chemistry course. A PowerPoint presentation, previously used for various non-technical audiences for more than 10 years, was converted into a Web-based presentation. Before studying the module, the students were required to take an in-classroom pretest with 26 multiple choice questions. In addition, the pretest included six demographic questions. Here, the author presents the students' responses to the demographic questions, as well as the knowledge scores from the pretest to the delayed-posttest. As a result of ANOVA comparisons between the demographic data and posttest and delayed-posttest scores, significant difference between means can be found only with respect to the students overall GPA. Overall, the data collected from this study give strong support that an on-line module, if properly designed, can be used for different target groups of vastly different backgrounds as shown in this case. (Contains 3 tables.)