While the use of distance technology has been touted as having the potential to reform leadership preparation, there is little to no research on students' experiences or outcomes in educational leadership. The authors sought to understand, through a descriptive survey design, whether or not distance technology is a viable competitor to face-to-face instruction. The purpose of the study was to gain perspectives from students in leadership preparation programs as consumers of instructional distance technology and to understand perceptions of the impact of distance technology on transfer of knowledge to practice. Findings provide readers with insider knowledge from consumers who utilize distance technology and indicate that while students feel online course experiences have been equally successful as compared to face-to-face instruction, they do not find that online courses have an advantage over face-to-face instruction. (Contains 5 tables.)