Despite research and advances in hybrid learning in the field of education, the gap lies in the lack of research focusing on community college students' perceptions of which elements of hybrid classes significantly impact their academic achievement. This problem, often leading to lower completion rates and higher attrition, was particularly important to community colleges supporting rural populations. The purpose of this basic qualitative study was to determine community college students' perceptions of hybrid class elements that affected their academic achievement. Cognitive load theory served as the foundation for a conceptual framework, enabling the interpretation of student perceptions as manifestations of cognitive overload and its effect on performance. The research question that guided this study focused on community college students' perceptions of hybrid class elements that affected their academic achievement to better determine the lack of student academic performance in hybrid classes. Data collection consisted of eight individual semi-structured interviews with adult students at a Southeastern North Carolina community college. Criterion-based purposeful sampling was used to ensure the participants were (a) students enrolled at the study site community college, (b) currently or previously enrolled in a hybrid class, and (c) at least 18 years of age. Descriptive and values coding were used for data analysis. The results revealed recommendations about changes needed in hybrid classes. Based on their experiences, the participants perceived that community colleges need to prioritize improvements focusing on the technology used, teacher presence, and providing training for hybrid classes. The positive social change implication for this study is to enable course designers to create hybrid classes that are engaging and conducive to learning. [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.]