Asynchronous delivery of instructional content makes access to online course material ahead of the official start of the academic term possible. Online courses can be "flipped" to provide enrolled students with an opportunity for access to the instructional content (course announcements, calendar dates, assigned readings, individual/group learning activities, select graded assignments, etc.) ahead of the official start of the term. This paper presents the findings of an investigation that sought to determine the influence of learner pre-term access to graduate level courses delivered entirely online. The study employed a causal-comparative research design, analyzing archival data of the pre-term login patterns of online graduate students in an examination of early access to course materials presented asynchronously. The results of this investigation offer online practitioners further insight into the potential benefit of providing early access to online courses ahead of the official beginning of the term.