The importance of relationship-building and interaction is often cited as a barrier to moving programs online. The perception is that students feel less connected and engaged when instruction is delivered outside of a physical classroom. This study aims to contribute to the body of literature by examining relationships between Criminology & Criminal Justice (CCJ) students' sense of community and demographics as well as delivery method. Using Rovai's (2002) Classroom Community Survey, we will measure students' feelings of connectedness and perceptions of learning to explore the differences and similarities in face-to-face and online classrooms.