Community college students who are juggling busy lives may be drawn to enroll in self-paced online courses. Shorter, eight-week versions of online courses are an option for these students instead of taking full sixteen-week versions. However, because eight-week courses cover the same amount of material in half the time, student success may be affected. This study compares student success rates in selected eight- and sixteen-week online versions of three key community college courses: English 101, Math 120 and Biology 101. The success rates for each length of course were also compared with demographics: race/ethnicity, age, gender, and incoming college-level GPA. Findings indicate that while there is no statistically significant overall difference in performance between students in the eight- and sixteen-week versions there are important differences. Students enrolled in Math 120 courses had over 50% withdraw rates for both the sixteen-week and eight-week versions, indicating that students who are not strong in Math may not be successful in any version of an online Math course. Black/African American students were more likely to pass eight-week courses than sixteen-week courses. Non-traditional age students were more likely to pass eight-week courses than traditional-age students. Women were more likely to pass eight-week courses than men. Students with a passing incoming GPA and no incoming GPA were more likely to pass both sixteen-week and eight-week courses than students with a failing incoming GPA. Both sixteen-week and eight-week course types had an over 30% withdraw rate, which may be cause for concern for all online students. [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.]