The purpose of this quantitative study was to explore the relationship between the use of online courseware at Georgia Virtual School as an instructional delivery method and student achievement of 9th and 10th grade mathematics students as measured by Mathematics I and Mathematics II End of Course Test (EOCT) scores. The knowledge of an increase, a decrease, or having no statistically significant difference in student mathematics achievement of students who satisfy the Mathematics I or Mathematics II course requirements through online courseware when compared to students who satisfy the same requirements in the traditional, face-to-face classroom setting would be beneficial to many educational stakeholders. The two research questions that drove this study were: 1) How does 9th grade student achievement on the Mathematics I EOCT of students in the traditional classroom setting compare to the scores of students taking Mathematics I through online courseware in Georgia?; and 2) How does 10th grade student achievement on the Mathematics II EOCT of students in the traditional classroom setting compare to the scores of students taking Mathematics II through online courseware in Georgia? To address these research questions, the researcher selected the chi-square contingency table as the statistical test. The statistically significant results indicate that there is an association or relationship between mode of instruction for Mathematics I and Mathematics II and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]