This research seeks to contribute to current discussions in Australian higher education on how best to deploy ICT-enabled learning. Its particular focus is on examining the qualitative data from students on their experience of using Information and Communication Technologies (ICT) at one college in an Australian university. In total, about 71,240 written comments made on a subject feedback survey by College of Arts students in Semesters 1 and 2 in 2007, and Semester 1 in 2008 were analysed using the qualitative analysis tool "CEQuery" (Scott, 2006). A more detailed analysis of 1,866 specific comments on ICT-enabled learning was then undertaken. Some 26 different types and uses of ICT-enabled learning were identified by students in their comments as a "best aspect" of their university experience. The preferred uses of ICT-enabled learning are consistently focused on active learning--online search and use of the online library; various forms of peer-supported learning, online discussions, quizzes, tutorials, experiment; and receiving prompt and constructive feedback on their learning. The article argues that ICT-enabled learning must always be seen as being just one (albeit very important) element among the many "best aspect" methods identified by students as engaging them in productive learning.