Literature on online learning is replete with key factors needed for effective course delivery; however, the approaches and ideas that educators deem important do not always align with those of students. This study sought to compare actual online course design with student-indicated preferences. A survey instrument was administered to students enrolled in one or more online courses at a rural university in the southwestern United States. Students identified components of their online course(s) and rated components based on personal importance. Data were analyzed using the Borich Model, ranking items on differences between what the participants preferred and what they experienced. The results provide some important insights for educators designing and teaching online courses in higher education.