This study compared the outcomes of student learning between an online Pre-Calculus course and a face-to-face Pre-Calculus course. Participants for this study included nine online and 14 face-to-face students from an urban community college in the Southeastern region of the United States. The study data were written responses from the subjects to a collection of problems focusing on solving systems of equations and inequalities. Adopting a mixed method design, the study revealed limited differences between the online and face-to-face group in their overall score, their problem-solving capacities, and their common errors. The purpose of this study was to see if students taking courses through different modalities made similar or different errors in an effort to begin formulating plans for improving mathematics learning opportunities for both online and face-to-face mathematics learners.