Student satisfaction with distance learning is impacted by a variety of factors, including interaction with the instructor and the structure of the course. In an earlier article, we determined that student satisfaction as measured by course evaluation scores in an online discrete mathematics course taught by the first author was not statistically significantly different from that of students in traditional versions of the same course. In this article we show that vastly different results are seen when the course evaluations for online and traditional sections of Java I and II programming courses are considered.