American universities have adopted course management systems (CMSs) at levels that are unprecedented in learning technology. Researchers have investigated CMS use for a few reasons. First, they are interested in learning what universities are getting from the large investment into these systems. Second, there are so many features in a CMS that researchers are curious which features are used most. And third, identifying the most-used features can lead to further research into how these features can be used more effectively. Current research has provided helpful information, but it typically lacks statistical analysis, performance-based data, and longitudinal data. The study described here built on previous research by addressing these issues. CMS use at one university was studied from 2005 to 2007. Results showed that few significant changes in CMS use occurred in this time, with CMSs primarily used to transmit information to students and occasionally used for student interaction. Recommendations for further research are included. (Contains 8 tables and 6 figures.)