While a range of research has been done on hybrid learning and online discussions, few studies have examined the voice of students in regard to their perceptions of these types of learning experiences. This article presents current research findings gathered from part-time graduate students enrolled in a hybrid course. The students' perceptions are framed within thematic elements driven by best practices in learning, pedagogy, and formative assessment and supported by a review of the literature and conceptual treatments. Finally, recommendations are provided for continuing education practitioners and faculty when designing, assessing, and/or revising online and hybrid courses.