This study compared face-to-face and video classroom instruction and assessed self-reported educational outcomes and intent to persist for a population of 274 student inmates at 9 prisons. Consistent with student-institution fit literature, the strongest positive and direct influences on educational outcomes are faculty classroom effectiveness, peer interactions, and being female. Learning via distance, in this case video, has a direct negative influence on faculty and peer interactions, a negative but indirect influence on outcomes, a positive influence on intent to persist in the course and semester, but no association with intent to persist in the degree program. (Contains 3 tables and 23 references.) (Author/SLD)