This study was conducted to determine if there were differences in strengths and weaknesses of an educational interactive video program perceived by high school students and their parents over a 4-year time span. Parent and student responses to open-ended questions concerning strengths and weaknesses of the interactive distance learning program were first categorized and contrasted by status (student or parent). There were 1,505 respondents (1,024 students and 481 parents). There were no differences in perceived strengths. There were, however, differences detected in weakness responses based on status. Loglinear models were then used to examine strength by status by site (home/remote), strength by status by semester, weakness by status by site, and weakness by status by semester. Statistical significance was detected in all models. Results are discussed. (Contains 6 tables, 6 figures, and 18 references.) (Author/SLD)