This study seeks to investigate the effect of distance education and traditional education on the development of print literacy and measure which type has more impact on it. The design of this study is quasi-experimental. In order to undertake the study, pretest and posttest were used in experimental and control groups. Fifty MA students at the University of Tehran comprised the control group, and 50 students were assigned to the experimental group. Students who study in attendant and virtual classes were selected as the samples of this study. The syllabus of courses in entrepreneurship faculty, education and extension field, and management faculty and government management fields were compared together both in traditional and distant education types in the winter semester of 2016. This research shows that the control group in which students have received traditional training is stronger in print literacy than those who have experienced distance education.