Over the last decade, online learning has grown to become an important part of higher education. However, hybrid formats that blend online learning with direct face-to-face contact with instructors have emerged as a popular course delivery format. These hybrids format aims to take full advantages of the benefits of both online and face-to-face course offerings. This study examines the factors that influence college students' attitudes toward hybrid courses. Data from 300 students at a college of business is used to examine relationships between their perceptions of hybrid course formats and their attitudes and preference for such formats. Specifically, perceptions of flexibility afforded by hybrid formats, improvement in attendance through such formats, expectations of GPA in online formats, requirement to participate in online web conferencing through technologies like Zoom, and availability of course material online were analyzed. The results show that hybrid formats are preferable because they allow students to have flexible schedules, likely improve their attendance, and have online course material for anytime access. Expectations of earning a higher GPA in online environments and required participation were not found to be significant. There was no significant difference between demographics based on gender or age for hybrid formats.