THE PROBLEM. The purpose of this study was to investigate if the effectiveness of technology-based delivery of HIV/AIDS related curriculum could change students’ attitudes. METHOD. The use of two groups (Distance Education group and Traditional on-ground group) independent from one another and administering a pre-test and post-test non-equivalent control group design was conducted. The independent variable was the presentation of HIV/AIDS curriculum. The dependent variable was the scores from the AIDS Knowledge and Attitudes Survey (Robillard, 2001). A 2 x 2 Factorial Design ANOVA determined if any significant changes occurred from either method of delivery. SPSS determined the statistical relationship, if any, between the two groups. RESULTS. Both groups were corrected for pre-test differences and obtained higher attitude scores after treatment, but showed no significant differences in HIV/AIDS Attitudes between both groups. Both groups were corrected for pre-test differences and also obtained higher content scores, but showed no significant differences in learning HIV/AIDS content between both groups. A Correlation finding between HIV/AIDS Attitudes and Content scores proved insignificant (r = .0297). Therefore, the research hypothesis was rejected and the null hypothesis was accepted. Results of the study did not support previous studies and review of literature, demonstrating the ability of Distance Education to improve learning compared to traditional classes. Several factors such as demographics, type of DE students, and number of DE students could have affected the outcome of this study.