The p-value was slightly above conventional threshold, but was described asrapidly approaching significance (i.e., p =.06).An independent samples t test was used to determine whether student satisfaction levels in a quantitative reasoning course differed between the traditional classroomand on-line environments. The samples consisted of students in four face-to-face classes at a traditional state university (n = 65) and four online classes offered atthe same university (n = 69). Students reported their level of satisfaction on a five point scale, with higher values indicating higher levels of satisfaction. Since thestudy was exploratory in nature, levels of significance were relaxed to the .10 level.The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-faceclass reported lower levels of satisfaction (M = 3.39, SD = 1.8) than did those in theonline sections (M = 3.89, SD = 1.4). We therefore conclude that on average,students in online quantitative reasoning classes have higher levels of satisfaction.The results of this study are significant because they provide educators withevidence of what medium works better in producing quantitatively knowledgeablepractitioners.