A qualitative study investigating two cases was performed with the goal of identifying characteristics found in individuals who were successful with, and those who were challenged by, asynchronous laboratory study. Key factors that affect asynchronous laboratory studies were examined. The findings shed light on the characteristics of students and laboratory techniques that led to success. These factors have implications for teaching methodologies, curriculum development and course design. The conclusions drawn indicate the use of limited applications of asynchronous laboratories for select prepared individuals with a critically designed curriculum.