The current study aimed to uncover how the quality of specific course features within the overall classroom environment leads to impacts in student interactions and student motivation within online classrooms. The impacts of internet self-efficacy were also considered. Past research has shown that the classroom environment is important in its effects on students' behavior and beliefs, however, these studies have used measures which have not provided specific course features in their definition of the classroom environment. Past research has also shown the importance of internet-self efficacy in online classrooms, but much is needed to identify a reliable structure. College students who have taken online classes answered a survey to capture these constructs. Structural equation modeling was used to identify the best fitting structure of the relationships between these constructs and answer the proposed research questions. Features of course quality predicted student motivation in a mediated model through student interactions, while internet self-efficacy was found to have best fit as a direct predictor. Implications are discussed based on the results, focusing on designing and facilitating online classrooms. [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.]