Massive Open Online Courses (MOOCs) are high enrollment college-level courses that have the potential to serve learners worldwide. However, numerous questions about MOOCs are still unanswered. For example, are people enrolled in MOOCs from countries where higher educational systems are very constrained? How much does the basic infrastructure, such as Internet access, influence the awareness and acceptance of MOOCs? We believe the effectiveness and efficiency of MOOCs will be improved by understanding the answers to these questions. Our study explored the effect of cultural differences on course enrollment using power distance index, one of Hofstede's cultural dimensions. We looked into enrollment patterns and cultural beliefs of learners from 67 nations across three MOOCs offered by the Pennsylvania State University. The findings indicate that when the variable of Internet access for all countries is controlled, the PDI value of a country influences whether people from that country would register for MOOCs.