<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Over the past several years one of my responsibilities as a faculty member of the State University of New York Institute of Technology has been to teach both graduate and undergraduate classes over the internet via the SUNY Learning Network (SLN).<span style="mso-spacerun: yes;">&nbsp; </span>Although the work load for a faculty member teaching an on-line course can be substantial, there is evidence that there are unexpected rewards in terms of the caliber of the students who takes such courses.<span style="mso-spacerun: yes;">&nbsp; </span>Although the characteristics of the students comprising the initial enrollment of the class mirror those of standard &ldquo;in-person&rdquo; classes, there seems to be substantial initial attrition among those students who are less motivated to devote the necessary time to the study of the material.<span style="mso-spacerun: yes;">&nbsp; </span>Additionally, the additional responsibility for &ldquo;active learning&rdquo; on the part of students appears to motivate many students to a higher level of effort.</span></span></p><p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">&nbsp;</span></span></p><p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">This paper provides evidence via ex-post and a-priori surveys, as well as through an analysis of the students&rsquo; final grades, that there is a self-selection bias among students that can lead to an overall increase in the caliber of the on-line class relative to the conventional on-campus class.</span></span></p>