This study sought to ascertain and compare the attitudes and perceptions of PhD nursing students attending their coursework through synchronous and asynchronous means at two different universities. Many studies have been performed comparing both synchronous videoconferencing and asynchronous online education with the traditional classroom, but no research has yet been performed directly comparing student attitudes and perceptions between synchronous and asynchronous education. This study applied a mixed method analysis using quantitative and qualitative data gathered through an online survey. T test analyses were performed to determine statistical significance of the quantitative data and the Constant Comparative Method of analysis was used to evaluate the qualitative data. The primary goal of this study was to determine how synchronous and asynchronous education delivery mediums are perceived by PhD nursing students. Additional analysis was performed to determine what factors may lead students to pursue their education through one distance delivery medium over the other and to what degree students feel the distance delivery medium either helps or hinders their educational pursuits. Results of the study indicate that there is a statistical significance between the attitudes and perceptions of synchronous and asynchronous PhD nursing students. Themes emerging from the qualitative data include technology challenges, satisfaction concerns, and recommendations for future student success in each modality.