Abstract: As the pandemic has drawn to a close, educators are left to reflect on lessons learned during the pandemic and what, if anything, they should continue to leverage. Online learning is likely one of many areas educators will reflect upon, but a complicating factor will be a lack of clear consensus among researchers regarding the efficacy of online learning compared with face-to-face options. In this study, this issue is explored by exploring teachers’ beliefs regarding their ability to implement Ambitious Science Teaching (AST) practices after participating in either a three-day face-to-face or online synchronous workshop. Using a pre-post survey design, teachers completed a self-report survey that measured their beliefs about their ability to implement AST practices. Data was analyzed using paired-samples t-tests and an ANCOVA. Results indicated a statistically significant increase in teacher beliefs in both workshops with ANCOVA results showing no impact on teacher beliefs.