With the increase in demand for courses offered online, laboratory based classes present a pedagogical conundrum of how to translate these experiences into an online program. Horticultural courses require growing facilities and specific environmental conditions for many activities which increases the complexity of the problem. Multiple sections of a greenhouse crop production class offered at the undergraduate and graduate level and using both face to face and online teaching were evaluated. The demographics and grade distributions are presented for both academic levels independently; however, the means for the graduate and undergraduate responses to accessing information and laboratory effectiveness were equal so the results were pooled. Remote students were mailed lab kits with plant materials and seeds. To support these activities, the students were provided identical course content between the related sections. Students were surveyed regarding their perception of the effectiveness of the online laboratory exercises. The performance between the modalities and academic levels was compared. The purpose of this study was to determine the acceptance and effectiveness of student centered laboratory exercises conducted online. Course grades were utilized to evaluate the effectiveness of the activities with regards to student outcomes.