In this article, I apply autoethnography to recount and analyze my experiences as a recent enrollee and course completer of a massive open online course (MOOC). Research surrounding MOOCs heretofore has been predominantly quantitative in nature, whereas this research utilizes a qualitative approach and offers a student's in-depth perspective. While participating in the course, and in its aftermath, I engaged in systematic observation and reflection. Generally, my experience was positive, prompting me to analyze consistencies and discrepancies between my vantage points and those stemming from emerging MOOC research and media discourse. Most significantly, my lived experience might provide a window into better understanding MOOC access, persistence, and course completion, each of which is central to current discourse regarding MOOCs, including appraisals of their worth. It is hoped that this exploratory research will supplement current research and suggest future research in these areas.