Given the expected rise in the number of online business degrees, issues regarding quality and assessment in online courses will become increasingly important. The authors focus on the suitability of online delivery for quantitative business courses, specifically business statistics and management science. They use multiple approaches to assess student learning. Their findings suggest that features involving professor-student interaction are the most useful, features promoting student-student interaction are the least useful, and discussion forums are of limited value in learning quantitative content. The authors also illustrate how questions embedded in an online final exam can be used to measure desired student learning outcomes. (Contains 5 tables.)