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This study builds on a recent national survey (report indexed at TD/TNC 76.73) that investigated the current status and future trends associated with distance learning in postsecondary career and technical education (CTE) in the US. The purpose of this study was to examine the course structures and environments used for online CTE courses, and to compare their effectiveness to equivalent campus-based courses in relation to the extent to which students reached desired learning outcomes. The following research questions guided the study: How do student achievement and skill development in online courses compare to those in on-campus courses? How do student motivation and learning strategies differ for on-campus and online students? How do online and on-campus courses differ in terms of course interaction, content organisation, student support, and transactional distance (i.e. feelings of closeness to the teacher and program)? Tentative conclusions include: CTE students perform equally well in online and on-campus courses; online CTE courses extend the service area of their institutions by enabling students to enrol in programs of interest that are not local to them; students enrolled in online CTE courses appear to be as motivated and satisfied as students enrolled in on-campus CTE courses; online programs provide unique and flexible options for students; online CTE courses do not fit in with the common view that online courses provide ‘anytime, anyplace, or any pace’ experiences for students; and there is no common pattern or model for the delivery of online CTE programs and courses.