While Online Learning Environments (OLEs) can potentially support learning that is more autonomous and authentic in nature than traditional instructional environments often allow, students do not always use OLEs in the ways expected or desired by their tutors. This paper examines the findings of a recent evaluation of an OLE designed for Masters-level engineering students and, drawing on relevant research, offers possible explanations for the particular ways in which the students used the environment. The paper concludes with a short set of general recommendations for practitioners.