In today's world of pervasive technology use, online education is rapidly growing. Online learning environments offer a multitude of benefits for both learners and teachers, as there are substantially more accessible and affordable. The present research focuses on teaching the use of qualitative data analysis software (CAQDAS) to researchers. Traditionally, CAQDAS is taught face-to-face, but there has been a growth in online CAQDAS courses. Teaching CAQDAS is challenging, as it necessitates teaching both instrumental as well as methodological knowledge in order for the software to valuably contribute to a qualitative study. Moreover, there is currently very little research available to inform teaching CAQDAS online. Thus, this study analyses learning outcomes by comparing learners' experiences in face-to-face and online learning formats of ATLAS.ti courses. Data was collected via online qualitative surveys that were distributed to training participants as well as to two ATLAS.ti senior instructors. Findings show that ATLAS.ti can be effectively learned in both traditional and online formats, and a series of best practices are suggested for teaching CAQDAS in online learning environments.