Current comparative research literature, is inconclusive in its findings, as to the quality of distance education vs. face-to-face methods of delivery. The purpose of the study therefore, was to synthesize the singular results of these comparative studies, and provide a comprehensive answer to the ‘quality’ question, by adopting a meta-analytic approach. This meta-analysis of 86 effect sizes calculated from experimental and quasi-experimental studies, compared the differences between the academic performance of students enrolled in distance education courses, relative to those enrolled in traditional settings, as demonstrated by their final course grades/scores, within the 1990- 2002 period. Of the 86 studies (over 15,000 students), in 2/3rds of the cases, students taking courses by distance education, outperformed their student counterparts in the traditionally instructed ones, with a calculated overall positive medium effect size “d+” of 0.37. Academic Institutions, Business Organizations, and Students – should further invest resources, training and development, and learning respectively, in this ever-growing method of delivery.