The differences in grades among registered nurse baccalaureate students taught utilizing two modalities, interactive video and traditional classroom method, was studied. The students at Mississippi University for Women self selected their modality by registering for one class or the other. The interactive video class offered at a distance had a total of 14 students enrolled. The traditional classroom setting on the university campus had 23 students enrolled. The data was collected from the grade books of both classes for two consecutive semesters of the senior year. The averages were compared using ANCOVA, allowing the researcher to use a covariate in order to assure the homogeniety of the groups since they self selected their own educational delivery system. The covariate used was the last 26 hours of prerequisite hours before entering the BSN program. The hypothesis stated there would be no significant difference in the academic achievement of RN/BSN students taught via interactive video and RN/BSN students taught in the traditional classroom setting. The results of the ANCOVA for the data provided utilizing an alpha level of 0.05, degrees of freedom 1 and 34, and F-crit of 4.13 was an F-observed of 0.38, with a P value of 0.544. Therefore, the researcher found no significant difference in the final grades for the two semesters of the senior year in either modality of the RN/BSN option.