The authors compared student perceptions and performance in a fully online versus a flipped undergraduate diversity course. Students' performance on course assignments and responses to surveys assessing perceptions of learning climate, basic psychological needs (autonomy, competence, relatedness), motivation, relevance, and learning gains were compared. Qualitative analyses of open-ended course evaluation responses were conducted to supplement the quantitative analyses. Results revealed that students had better performance (group presentations, final grades) and more positive perceptions (relatedness, perceived learning gains) in the flipped version of the course. Results suggest that supplementing online learning with in-class interactions may be especially beneficial in discussion-based courses focused on sensitive and controversial content.