This paper presents a large scale study of online MLIS students (n = 910), who completed at least one online course and were enrolled in 36 of the 58 ALA-accredited MLIS programs in Canada and the United States. The results indicate that the typical student is female, White, lives in an urban setting, and is in her mid-30s. Online students were found to be quite diverse, with statistically significant differences in their preferences and satisfaction across five demographic variables: "age" (generational cohort)," "employment status," "urban status," "commute distance," and "program modality." Three motivations emerged: "accommodation," "predisposition," and "selectivity", which influenced the respondents to choose online learning. The prevalent issues online MLIS students experienced were a sense of isolation from peers and instructors, and a lack of professional development and networking opportunities with peers. The findings have implications for enhancing MLIS online education including marketing, course offerings, and student support services.