In spring 2020, in-person learning for nursing students was canceled in response to the Covid-19 pandemic. All courses, including clinical courses, abruptly transitioned to online formats. A significant gap in the literature exists regarding baccalaureate (BSN) nursing students' experiences with online learning during this timeframe. The purpose of this basic qualitative study was to explore BSN students' experiences with online learning during the spring 2020 semester. Eleven BSN students from a midsized private university in the Midwestern United States participated, and data were collected using semi-structured interviews. Constructivism served as the theoretical framework. Data were analyzed using Braun and Clarke's thematic analysis. Results included nine superordinate themes (psychological distress, forced external adjustments, new and renewed coping strategies, clear perceptions of case-based learning, perceived strengths of online education, perceived weaknesses of online methods, relatable instructors' roles, a variety of challenges with technology, and positive reflection and suggestions) and 28 subordinate themes. The 28 subordinate themes reflected commonalities in participants' descriptions of their experiences, including: feeling negative emotions about missing out on in-person clinical learning opportunities; transitioning to online learning methods and challenges of using technology; having to make external adjustments; applying new and renewed coping strategies; relying on resilience; and, adjusting to relatable but minimally engaged instructors. Although descriptions were overwhelmingly negative, some strengths of online education were identified, including flexibility, reinforced learning, and enhanced critical thinking. Findings aligned with constructivism in that BSN students adapted, assimilated, and gained new insights to continue moving forward in their program during the COVID-19 pandemic; their experiences are applicable to making modifications to improve online learning should nursing education programs be required to transition entirely online in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]