This article comments on an earlier article by professors )who examined whether online assessment facilitates student cheating and found no evidence of such a greater prevalence of cheating. Professors Yates and Beaudrie are commended for their contribution to this increasingly important area of research. The analysis indicates that professor ) conclusion may have been influenced by (1) a failure to adequately account for student ability, leading to potential selection bias; (2) their use of course grades, rather than exam grades as the key measure of student performance; (3) possible differences in precautions that instructors may have deployed in the unproctored sections in order to discourage cheating; and (4) the evolution of distance learning resources and methods over their long period of study.