The purpose of this study was to collect students' perceptions of their online courses and learning experiences at a single, comprehensive university and to examine how those perceptions could be used to inform faculty development approaches and initiatives for the university. Quantitative data show that age, degree status, comfort with technology, and broad academic discipline are correlated to students' perceptions of community with instructor, community with classmates, and engagement with learning. Students' descriptive comments provide insight about the best and worst online teaching practices students have experienced. Implications of these findings for faculty development are discussed. In addition, the authors have developed a hierarchy of online student needs to be used as a stimulus for discussion.