It is not known how academically successful students in secondary schools, grades 9-12, will be in online instruction. In the rush to develop virtual schools at the secondary level, time has not been spent to see if these schools will be acceptable for the success of the students at this level (Pennington, 2005). The main question for this research paper is, "Are students in virtual secondary schools in Georgia as academically successful as students in traditional brick and mortar schools?" In order to answer this, the following questions will be answered to get a comprehensive look at this question: What is a comprehensive set of success indicators for a secondary school, that combine quality indicators for both traditional and virtual schooling from the perspective of both providers and consumers? From the comprehensive set, which indicators are practical in terms of data gathering and relevant to the outcomes of the study? Using the indicators selected for this study, what benchmarks emerge from the research? How do the success indicators compare between traditional and virtual secondary schools? A quantitative method will be used in which statistical data will be gained from different educational sources around the state of Georgia, both traditional and virtual in order to make comparisons of success rates on indicators of achievement. This research will determine that virtual secondary schools in the state of Georgia are performing at or above brick and mortar schools in terms of students' success rates on specific benchmark data for the state of Georgia.