The COVID-19 pandemic forced many healthcare education programs to alter teaching methods, leading to a transition from face-to-face learning to distance learning. This study aimed to evaluate how curricular changes made during the COVID-19 pandemic may have influenced student performance in a medical laboratory science (MLS) program. MLS student exam scores, final course grades, and Board of Certification performance data were investigated to determine how changes made to curriculum and delivery influenced program outcomes for students completing the program before and during the COVID-19 pandemic at the University of Nebraska Medical Center. Self-reported responses to faculty survey questions explored curriculum changes and perception of student success. There were 24 instances in which scores between the two cohorts were statistically significant with only two of those demonstrating the COVID-19 cohort performed better. Four of six faculty indicated they felt there was a disconnect between theory and laboratory application for the COVID-19 academic year and students performed better in the pre-COVID-19 academic year. While there are benefits for asynchronous learning, the findings and perceptions of this study suggest that in-person learning and combining theory and laboratory components support the education of introductory courses.