The objective of this study was to enquire how the chemistry experience of pharmacy students can be enhanced and how the virtual learning environment (VLE) for chemistry-related pharmacy modules might be improved. All Master of Pharmacy students at the University of Portsmouth United Kingdom were asked to complete a project-designed online questionnaire. Data from University course module feedback questionnaires were also analyzed. Qualitative and quantitative analyses were performed, using appropriate statistical evaluation. Pre-university chemistry was not correlated with current perceived relevance, difficulty, or workload (p>0.05). The latter two were positively correlated (p = 0.003). Students realized their study of chemistry was important (89%). Chemistry- and biology-related areas were rated equally enjoyable (p>0.05), but less than pharmacy practice areas (p<0.0001). Students' preferred choices for VLE development were video lectures > VLE quizzes > audio content. Keeping chemistry content relevant on pharmacy programs is important. Strategies for improving learning through extended use of the VLE have been identified.