While little data-based research is available on the use of technology in the honors classroom, data on the nature of online honors courses are even rarer. In undergraduate education generally, enrollment in online courses has been increasing annually, outpacing enrollment in traditional, face-to-face environments. During fall 2011, more than 6.7 million students took at least one online course, an increase of 570,000 students since the previous year (Allen & Seaman). However, negative views about online learning in honors have been noted recently by Doherty in 2010 and Gresham et al. in 2012. Many in the honors community believe that online learning is tied to for-profit education even though Allen and Seaman note that, even in 2002, more than 90% of public institutions were offering online courses, if not fully online programs. Nevertheless, honors faculty and administrators believe that the aims of honors education cannot be met in an online environment. The purpose of this study was to determine how online courses might meet the aims of undergraduate honors education from the perspective of the instructors teaching them. It followed a hermeneutic phenomenological approach (van Manen) with a focus on the "historical meanings of experience and their developmental and cumulative effects on individual and social levels" (Laverty 15).The data collection methods included a series of interactive interviews in which the researcher allowed the participants to share openly their experience of the phenomenon (Moustakas). The historical meaning behind the phenomenon was highlighted throughout the interviews. A focus on the writing, reflecting, thinking, and rewriting, followed by re-reflecting, and re-thinking (van Manen), followed in the hermeneutical tradition.