Online tools provide creative and exciting opportunities for accessible and student-centered learning in higher education. Online formats are also lauded for their ability to make higher education more student-centered. The research presented in this article was conducted at a large-enrollment public research university that supplements its mostly in-person course delivery with online education. The president, provost, and other institutional leaders at this university have praised online models as innovative, financially accessible, and contributing to enhanced student learning. An exploratory study investigates undergraduate student perceptions of and motivations for enrolling in online and blended courses through the university's geography department. For the purposes of this research, blended courses are defined as those in which students are required to attend class meetings or exams on campus as well as to participate in an online element. Data were collected through an online survey from June 2015 to August 2016. The results of this study yield information on student demographics as well as motivations for and perceptions of online learning.