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Empirical studies have yielded mixed results with regard to the issue of whether the online and traditional modalities have equivalent effects on learning outcomes for courses taught at the Master of Business Administration (MBA) level. A majority of these empirical studies support the conclusion of no significant difference between the modalities. However, only a small percentage of these studies address the issue of selfselection bias, and fewer study the hybrid format. This paper reports on a study that contributes to the existing MBA literature by employing a research design that appropriately handles self-selection bias in the context of a hybrid course. The key finding of the study is that the effect of the online format on learning outcomes does not handicap outcomes relative to the traditional format.