The study examined students' attitudes toward online learning classes introduced during the pandemic lockdown among students at the University of Lusaka. The study adopted a quantitative methodology with descriptive and comparative design methods. The study developed an attitude scale toward online learning and administered it to 1,542 students registered at the University of Lusaka. The data obtained from the scale were analyzed by using SPSS 26.0 package software. The study results show that students hold a negative attitude toward online learning, implying that they are more unlikely to accept online classes. The Pearson Chi-Square test statistics show that gender, age, work status, study mode and internet access significantly influenced students' attitudes toward online learning classes. The results are not encouraging regarding introducing online learning classes, especially for full-time and younger students. Therefore, we recommend that the introduction of online learning classes at the University of Lusaka be approached with caution to students in the full-time learning mode without neglecting the importance of face-to-face learning. Implications of this research are relevant to educational interventions, academic achievement, and technological advancement concerning university students.