The purpose of this study was to examine the impact of an online versus face-to-face instructional format of a Lifetime Fitness course on students' wellness knowledge, attitudes and behaviors and levels of health-related physical fitness. Subjects for this study were 48 self-selected volunteers enrolled in two sections, one online (n=18) and one face-to-face (n=30), of Lifetime Fitness at a NCAA, Division II university in the Midwest region of the United States. A pre/post design was used to collect data using the Wellness Knowledge, Attitude and Behavior Instrument and a variety of physical fitness assessments. All data were be collected during the Spring 2001 semester. Data were analyzed at the p < .01 level of significance using a mixed model analysis of variance (ANOVA) and an analysis of covariance (ANCOVA) as well as other statistical techniques. Results of the study indicated a significant difference for wellness knowledge and behavior for both the online and face-to-face courses. Both groups improved their mean scores from pre- to post- test. No significant difference was indicated for wellness attitude for either course. Significant differences from pre- to post- test were indicated in several areas of health-related physical fitness for both groups. No significant differences between the scores for the online and face-to-face courses were found for any of the variables tested with the exception of the stress sub-scale for knowledge, bench press and sit and reach. Both the online and face-to-face instructional formats had a positive impact on students’ wellness knowledge and behavior and levels of health-related physical fitness. Results of this study seem to suggest that either an online or a face-to-face instructional format is a viable method of delivery for the Lifetime Fitness course. Alternative self-physical fitness assessments were also investigated. Keyword(s): exercise/fitness, research, technology