In the Republic of Korea, the COVID-19 pandemic coincided with the start of the 2020 academic year and saw emergency remote teaching (ERT) emerge as a way of maintaining educational continuity for millions of students. While ERT was new and unplanned at the time, the practice became sustained over the semesters that followed, marking a shift from ERT to sustained remote teaching (SRT). Questions remain, however, whether students' experiences and perceptions with learning remotely would improve as a result of institutional preparedness and faculty experience. Given this, we investigated exchange students', a unique group of students who are historically interested in having place-based residential education, experiences, and perceptions with SRT while attending college in Korea. We administered a survey to 140 (spring 2020), 93 (fall 2020), 141 (spring 2021), and 143 (fall 2021) exchange students where they rated their perceptions of teaching and learning processes, student support, and course structure with their SRT learning experiences. Independent-samples one-way ANOVAs comparing perceptions between Semester 1 and 2, Semester 2 and 3, Semester 3 and 4, and Semester 1 and 4 indicated several statistically significant mean score increases, though the scope and degree of the changes are ultimately minor improvements and interpreted as insignificant. Implications for SRT policy and future research are discussed.