The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital status, and employment status. A baseline descriptive survey design and complementary "ex post facto" design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. "Student Program Assessment Scale" ["SPAS"] was developed and used to assess web-based and face-to-face students' perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by "learning-teaching procedures," abilities to "access and share resources," and lastly chances of "cooperation and socialization." Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about "lifelong learning" opportunities (large effect size), "learning-teaching procedures" (medium effect size), and abilities to "access and share resources" (small effect size) provided by their programs. Face-to-face and web-based learners were similarly and moderately positive about the "cooperation and socialization" opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students.