Abstract: This paper is a report of the findings and lessons learned after comparing the University of Southern Mississippi’s online teacher assistant program to face to face education students’ formative and summative data. Because our face to face students scored higher on the Praxis II test, we conducted research and faculty and student surveys to see what improvements could be made to the quality of the online program. Recommendations include more faculty training and collaboration in technology, delivery methods, and student interaction within the course assignments.