The purpose of this study was to assess the experiences of 1st-year college composition writing students in a synchronous online remote learning environment. The researcher, through this qualitative study, used a case study design to examine the quality of the learning experiences of the participants. A total of 14 participants in a teacher training institution in Jamaica constituted the sample, which was purposively selected. The data were arrived at from a survey, semistructured interviews, and analysis of artifacts. It was found that participants had positive experiences in terms of teacher interaction and instruction, but they had negative views of Internet connectivity, peer interaction, and slow rate of instructional feedback. Participants displayed attainments in aspects of content and organization but exhibited weaknesses in the use of English and documentation. The findings of this study can be instructive to members of the population of the study and while the findings cannot be generalized, educators who are utilizing online remote teaching and teachers of English can use this study to inform their practice and conduct similar investigations.