Abstract: Despite the pervasiveness of online learning in higher education, this delivery mode has yet to receive similar quality status of F2F learning. The perception of inferiority is especially prevalent in teacher preparation. Longstanding beliefs that F2F training as the only viable option continues to dominate teacher education. Yet, few studies challenge these epistemological stances due to limited program outcome data comparing online and F2F degrees. Central to determining the effectiveness of technology and the value of technology-mediated learning is program quality. edTPA, a widely accepted, national measure of teacher readiness, is a valid and reliable instrument documenting candidate learning outcomes associated with program preparation. Using edTPA data, this study provides data informed evidence of the equivalency of online teacher candidates’ performance as compared to candidates completing the same F2F degree.