This study aimed to identify factors that impact graduate health students' preference for synchronous or asynchronous online lecture participation. Constructive factors were proposed and then measured for each participant via the Motivated Strategies for Learning Questionnaire scales. It was hypothesized that students ranking lower in the domains of self-efficacy (confidence in mastering a task) and time management (ability to manage time) while higher in the domain of peer learning (communicating with peers to improve understanding) would favor synchronous lecture participation. Conversely, students ranking higher in self-efficacy and time management and lower in peer learning would favor asynchronous lecture participation. In a survey, participants were asked to indicate a preference for synchronous or asynchronous online lecture participation and indicate agreement with various item statements regarding perceptions of online learning.