This manuscript uses interview data collected during a qualitative study in 2007 of a secondary US history e-learning course. The teacher, Mr. Harding, and 11 of the 13 students in the class were interviewed about their general perceptions of e-learning and the ability to effectively learn content online. The findings of the study show that nearly all participants maintained a belief that e-learning was best used for information transmission and rote memorization rather than active or social learning. Further, Mr. Harding seemed to characterize e-learning students as uninterested in engaging in social interaction online, a perception that was refuted, at least partially, by his students. The manuscript concludes with a discussion of the findings and implications for secondary e-learning programs. (Contains 1 note.)