The current quantitative study measured the perceptions of students towards online-only learning and towards blended-hybrid learning. Descriptive statistics were implemented to analyze the data from a Likert-type survey, administered to students in degree-seeking programs at an institution of higher learning. A "t"-test and "p"-value analysis was performed to determine the difference, if any, between related pairs of online learning and blended learning questions. The subsequent calculation of a Bonferroni correction and a Post-hoc Power Analysis indicated that the results of the statistical analyses were inconclusive. However, the results from a qualitative-type comments section expanded upon the survey responses and provided significant insights into the priorities of students as to how and why they choose instructors, courses, and universities. Overall, participant responses to the survey indicated a preference for blended-hybrid courses when they are available because of the enhanced learning experience through face-to-face interaction. Recommendations for further study include a broader investigation of the various types of blended courses available through public and private universities and an assessment of what works and why. A longitudinal qualitative study of student experiences of online and blended courses may produce in-depth results as an extension of quantitative analyses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]