This article reports the findings of a recent empirical study that was conducted at a large university in the United States. The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments. The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery. The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study. Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study. (Contains 1 figure and 1 table.)