Prior research indicates that as students experience more online (OL) courses, their perceptions of the OL environment compared to the face-to-face (FTF) learning environment changes. This study evaluates the perceptual changes for graduate students over a single course. Over the semester, graduate student perceptions with respect to difficulty, cheating, and preference changed, while student perceptions of motivation, discipline, self-directed preference, independence, time and cost investment, student-tostudent interaction, student-to-instructor interaction, schedule flexibility, happiness and appropriateness of OL education did not. Differences in perceptions between novice and more experienced learners are explored. These results have implications for both instructors and administrators.