  This paper compares two cases of a Teacher Professional Development (TPD)
focused on astronomy education: the San Antonio Teacher Training Astronomy
Academy (SATTAA). The central question here is: How do in-service teachers'
perceptions of the logistics and key benefits of SATTAA compare across two
cases: the 2019 fully face-to-face (f2f) iteration in 2019, and the fully
online iteration in 2020. Participants in both iterations equally indicated
that they thought of their experiences as valuable and the program effective
with two exceptions: (1) field trips that took place f2f were ranked higher
than virtual options; and (2) technology was highlighted as benefit in the 2020
online iteration, but not in the 2019 f2f program.
