Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated regression analysis of over 1100 student students in online, blended, and face-to-face course formats shows that students in all course formats value convenience similarly. Post hoc analysis shows a moderating effect of hours worked in employment on the convenience-perceived learning relationship rather than course format. We conclude that making courses more convenient is a critical factor in satisfaction and perceived learning, but that this effect is not accomplished by merely offering online courses.