This study investigated undergraduate student experiences during an online class. The purpose of the study was to gain an understanding of (a) how student context influences students' experiences, how students adapted to the classes, how students' mindsets changed, and how students expressed buy-in or lack of buy-in. The data revealed that flexibility was the reason students enrolled, students' expectations influenced their perceptions and performance, students need help adapting to the online environment, and buy-in seems to come in at least 3 forms. The results of this study have implications for the design of online classes and recommendations for future research. (Contains 1 table.)