Factors related to students' selection of Internet-assisted vs. traditional distance learning environments (IDL vs. TDL) at the Open University of Israel were investigated. The two groups differed in their demographic variables, academic achievements and value priorities. The IDL group had a higher percentage of males, and a different age distribution. Students in the IDL group also had higher academic achievements: higher grades in Statistics, a higher grade point average, and a better knowledge of English. The groups also differed in their value priorities. The IDL group attributed higher importance to values that emphasize independence in thought and action, creativity and curiosity, and lower importance to values that emphasize maintenance of the status quo, and preference of what is familiar and well-organized. Theoretical, methodological and practical implications of the results are discussed.