In this study, 64 master's students and program graduates in French, Spanish, and TESOL evaluated their online experiences in two areas in which learning effectiveness is often questioned in online settings: linguistic proficiency and cultural knowledge. This study was informed by national data documenting attitudes toward online learning, existing studies of online language learning and a faculty commitment to program review. It used three different data sources, including an anonymous questionnaire with open-ended comments, interviews, and content analysis of final portfolio reflections. The overwhelming majority of questionnaire participants reported improvements in proficiency, cultural knowledge, and cross-cultural awareness. They also reported interacting in the target language with peers and instructors, as well as feeling part of a language learning community. Individual comments from final portfolios, interview data, and the open response section of the questionnaire contextualize and elucidate these findings.