Student preferences for an online or in-person delivery method were analyzed. Students were required to meet in-person Tuesdays and Thursdays for 8 weeks and to attend online for the remaining 8 weeks. During the first half, the instructor lectured on Tuesdays, and had students do exercises and team activities on Thursdays. Students also took 5 quizzes and 2 exams in person. During the second half of the course, delivered online, students took another 4 quizzes and 3 exams online, including one final comprehensive exam. Regardless of online or in-person, students had access to video recordings for lectures, exercise solutions, and review questions. A survey was conducted on the first day to assess prior expectations and understanding of course delivery methods. A second survey was conducted using Qualtrics XM Platform™ at the end to assess whether students’ preferences changed and to determine which half of the course the students liked the most, was easier, did better, and why. A total of 28 students enrolled in the course, 22 took the survey at the beginning of the semester while 20 took the survey at end of the semester. About 23% were transfer students and 77% were non-transfer, with about 18% freshmen, 55% sophomores, 18% juniors, and 9% seniors. The study examined whether student classification, residency, employment, previous online experiences, class schedule, and other demographic variables played a role their preferences. Descriptive statistics and Pearson correlation coefficients were used to analyze the results. Preliminary results indicated positive linear correlation between attending in person and transfer, classification, dependents, and age. The study examines the hypothesis that students register for in-person section believing it is better for them, but when an equivalent online option is available, students choose online. The study serves as a venue for discussing trends in teaching and sharing experiences.