The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle. Results show that students most valued the control Moodle gave them over their educational progress. Communication was also found to be an important benefit students sought in Moodle. Individual student reaction to Moodle was influenced by visual learning and degree of laziness.