An investigation of Web-based versus in-class learning environments indicated that student's environmental knowledge, beliefs, opinions, and self-perceptions were equivalent prior to participating in an introductory environmental science course. However, by the end of the 16-week course, students from the in-class group had significantly improved their environmental knowledge and expressed more environmentally friendly opinions compared with students from the Web-based group. The author offers suggestions, based on these results, for improving Web-based environmental education through future research.