The authors assessed students' use of e-mail for out-of-class communication (OCC) and its impact on satisfaction and learning self-efficacy. Findings showed that students and instructors use e-mail frequently for OCC, and frequency of use is positively associated with student satisfaction with e-mail as an OCC medium. Moreover, the content of students' e-mail messages is typically task- rather than relationship-focused. Finally, students' e-mail use frequency is positively associated with perceptions of their learning self-efficacy. Implications for how instructors can help students learn to use e-mail effectively, as well as how they can use it to supplement classroom learning, are discussed. (Contains 3 tables.)