Hybrid courses combine online and face-to-face learning environments. To organize and teach hybrid courses, instructors must understand the uses of multiple online learning tools and face-toface classroom activities to promote and monitor the progress of students. The purpose of this phenomenological study was to explore the perspectives of graduate students about the instructional activities of hybrid courses that motivated them and enhanced their understanding of course content. The perspectives of the students were obtained through an online survey and a focus group. The findings of the study describe the experiences of the students in hybrid courses and their suggestions to enhance the online and face-to-face components. Four overarching themes emerged from the data: organization and flexibility, online activities, interactive classes, and balance. The findings may be used to inform the planning and effective sequencing of online and face-to-face components of graduate level hybrid courses.