Although distance education courses have become commonplace in most colleges and universities, the introduction of online research methods courses in the preparation of doctoral students has been slow in developing. This qualitative study explores the online learning experiences of doctoral students who have taken 1 or more of their research methods courses in a completely online format. The findings of the study illustrate the complex relationships between course delivery tools, course content, learning communities, and the perceptions and preferences of students in their preparation for dissertation research. The research findings indicate that online research methods courses may not be preferable for some students, whereas they offer other students expanded opportunities to grow and develop their learning community.