This applied dissertation was designed to provide an understanding of the perspectives of former online physical education high school students and how participation in the course affected their ability to be active post-high school and their knowledge of fitness concepts. A phenomenological design was used to guide the study's investigation. Participants in the study were interviewed about their experiences in online physical education while in high school and how that experience currently influences their physical activity levels. Additionally, respondents described the positives and negatives of their experience in the course, specifically as it relates to the course materials, assessments, instructor interactions, and social exchanges with their peers. Once the interviews were conducted, the researcher analyzed the transcripts and derived emergent themes to better understand the data. Further analysis of the data revealed that former online physical education students generally favored the flexibility of the course since it was delivered asynchronously. Their physical activity log assessment, in which they had to document their independent exercises, was a positive point of emphasis from many respondents. Some of the other assessments were not as favored and could provide insight for future research recommendations. Additionally, former students who were also involved in athletics were more likely to engage in exercises post-high school as compared to former students who were not involved in athletics. Therefore, future research should also understand motivations of all types of students and how online physical education can benefit a diverse population, not just those that are athletically inclined. [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.]