Cyber and homeschooling charter schools have suddenly become a prominent part of the charter school movement.  Such schools differ from conventional schools by delivering much of their curriculum and instruction through the use of the internet and minimizing the use of personnel and physical facilities.  This paper examines how these alternative charter school models are emerging within the larger public school and charter school communities with particular attention to recent developments in California and Pennsylvania .  In these two states public scrutiny of cyber and homeschooling charter schools has led to considerable debate and demands for public accountability. Of particular concern is the need to modify the regulatory framework to accommodate cyber and homeschooling charter schools as well as consideration of the differing financial allocations that are appropriate for schools that operate with reduced personnel and facilities and the division of financial responsibility between state and local educational agencies.