Online education has grown dramatically over the past 15 years. At the university level, researchers have shown that online education has both its advantages--greater flexibility and access to student--and disadvantages--like disconnection with other students and faculty. Another possible drawback for the students enrolled in an online course is the inability to engage in reflective learning, or deep thinking. Some critics of online courses (Rahm and Reed, 1997 and Somer, 1999) suggest that online courses only offer passive learning and "one-way" information flows from teacher to student, significantly limiting a student's ability to make connections within the material and critical apply the material to new situations. Alternatively, other researchers (Hay et al., 2005, for example) find no difference in reflective learning between an online versus on campus course, but also argue that students engagement in reflective thinking is much more instructor-dependent on line than on campus. This study extends the Hay et al. 2005 study by examining whether students who earned a good grade display more reflective thinking ability in an online course than mediocre or poor students. Students are asked at course-end the open-ended question "What advice would you give to a student just entering this course?" The results of this study suggest that reflective learning can take place within an online course--specificially a quantitative MBA course. But like the Hay, et al. 2005 paper which labeled it dependent on the instructor, this study finds reflective thinking dependent on the student's grade within the course.