Previous research has produced mixed results related to online courses with selection often driven by their benefits. However, some students and instructors were avoiding this format because of their drawbacks. Given that the pandemic forced a shift to online education, those reluctant individuals gained experience with online courses. Being forced into a particular format could lead to acceptance because of the experience or resentment because of the lack of choice. Therefore, it is important to examine if the pandemic altered opinions of online courses. The current study was a replication of previous pre-pandemic work (Kelling et al., 2019) and examined opinions of students who are enrolled in online courses and the faculty who teach them. Results were similar but slightly more supportive of a preference for face-to-face courses. Questions were added to address reasons for withdrawal and failure, main challenges of online courses, and how the university could better support online teaching or enhance student success in online courses. Answers to these questions reflected struggles of pandemic teaching and learning along with high levels of self-awareness. As higher education continues to adapt based on the pandemic, research on opinions about course learning outcomes and satisfaction are important. It is essential to examine the challenges and needed support to enhance both student access and achievement are enhanced.