The Community College of Southern Nevada (CCSN) is responsible for a 42,000 square mile area in Southern Nevada. CCSN has erected five major and over a dozen outreach campuses. Despite these developments, many students are still not able to take scheduled classes, and an important option for students who are unable to attend normal classroom instruction has always been distance education. The increased availability and power of computers have created distance education possibilities that were not available just four years ago. This thesis focuses on the use of multimedia delivery technologies and their effect on how distance education is received and used within the Southern Nevada region. The study required the creation of online versions of one of CCSN’s initial certification modules (CIT 106B). This module is a preparatory one for students who desire to take the CompTIA (Computing Technology Industry Association) A+ Core certification test. This is one of two tests required to become an A+ Certified PC Technician. Two delivery versions of this module were created in addition to the traditional classroom delivery method. The first distance education delivery version of the module was recorded on CD-ROM and did not require Internet access. However, due to the lack of participation, the CDROM delivery method was not pursued. The second distance education version consisted of streaming audio and video delivered over the Internet. Neither of the distance education delivery versions required any specific class meeting times. Support for all delivery methods was provided using email, voice mail and conventional mail. In the comparative study that was undertaken, two groups of subjects were used. Information was collected from participants at the start, in the middle and at the end of module delivery. A pre-test and four questionnaires were used to assess initial knowledge levels and to collect attitudinal information. Some demographic information was available from CCSN’s registration system. Analysis of the experimental data was conducted using SPSS in order to determine if there were any outcome-differences due to the different delivery methods employed. In addition, student attrition, grades and perceptions of the course were analysed. The results indicated that the outcomes of the Internet delivery of the module were comparable with those of the on-campus delivery in terms of helping students develop their skills and knowledge. The two groups were also similar in terms of attrition. No predictor of attrition could be found from the available data.