The development of technology has made adult and higher education learning opportunities increasingly more accessible to a growing number of people. With the number of courses steadily increasing to meet students' needs and demands, and because programs are likewise changing to incorporate more online learning opportunities, international, English as Second Language (ESL) students are more frequently encouraged or required to take online courses to complete their programs of study at U.S. colleges and universities. Despite popular clamor for more diversity and diversity sensitivity in the classroom, little research exists regarding how cultural differences and student perceptions affect online learning, particularly with respect to ESL students. Research in this area could inform the production of cultural awareness and culturally responsive education and thus promote more effective educational practice. In the interest of such results, this study collected and examined ESL graduate student perspectives concerning online learning experiences and how such experiences affect the development of English language skills.