General education students taking freshman-level physical geography and geomorphology classes at Arizona State University completed an online laboratory whose main tool was Google Earth. Early in the semester, oblique and planimetric views introduced students to a few volcanic, tectonic, glacial, karst, and coastal landforms. Semi-quantitative analysis of student performance compared across prior experience using Google Earth, self-reported learning styles, and math backgrounds revealed no statistically significant correlations. Despite the online nature of the learning experience leading to logistical frustrations such as how to annotate screen captured imagery, qualitative analysis of student feedback agreed with prior similar research on the necessity for: scaffolding; clear learner objectives followed by a sequence of tasks results in superior student learning; and on the observation that students do not benefit from prior schema regarding math training or previous use of Google Earth to perform well. Supplementation with Google Street Views, panoramas, topographic maps, and terrain views enhanced student learning in several ways. First, self-declared kinesthetic learners preferred these supplements over self-declared visual learners. Second, these supplements gave the aerial photo experience more of the feel of a virtual field trip experience, which then aided student learning.