Online learning is pervasive in K-12 and higher education today. Countless studies have examined online courses with a focus on performance and satisfaction after completion; however, little is known about students' beliefs about this learning environment before they enroll in their first online course in college. Specifically, more research is needed to explore high-achieving students' beliefs about online learning as they transition from high school to rigorous academic programs in college. The intent of this study was to leverage existing theory to determine instructional design strategies that best support high-achieving students' learning and engagement in online courses. This longitudinal mixed-method explanatory sequential design study explored incoming college Honors students' beliefs about online courses and how beliefs changed after the first semester. Beliefs were studied using the Community of Inquiry framework, questionnaire aligned with this theory, and semi-structured interviews in two distinct but interactive phases: (1) a two-part quantitative phase that consisted of a pre-survey as students entered college and post-survey at the end of the first semester; and (2) a qualitative phase wherein select participants elaborated on survey responses. The findings of this study identify Teaching Presence as the factor with the greatest influence on high-achieving students' beliefs about online courses. Gender differences were found, with females reporting higher expectations of online courses, particularly Teaching Presence. Additionally, this study found a significant link between Social Presence and online course retention--implementing meaningful discussions and fulfilling students' desire to feel acknowledged by their peers were drivers of future intent to enroll in online classes. Overall, beliefs about online courses improved in all measures from when students entered college to the end of their first semester. In conclusion, this study provides evidence that high-achieving students' beliefs about online courses can be influenced by the quality of the educational experiences afforded in online courses. Providing incoming college students with high quality online educational experiences through intentional design and instruction, supported by appropriate technology, has the potential to create positive changes in beliefs about online learning and motivate students to pursue online courses in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]