A study explored expectations and experiences of online students in Australia's vocational education and training (VET) sector. Survey responses from 201 students in 23 private and public institutions indicated the need for information on course and module requirements and regular communication with teachers and tutors as priorities for successful completion of online learning. Students lacked the opportunity to complete all necessary administrative procedures online. Coordinator/teacher feedback indicated participating institutions provided online students with adequate information on course material and administrative procedures. Teachers/tutors highlighted a deficiency in the structures enabling students to assess their skills and suitability for undertaking online courses. Key issues for registered training organizations to consider included specific professional development for teachers/tutors involved in online delivery; allocation of dedicated staff to support online students so they are able to provide rapid response to inquiries; establishment of guidelines and directions for online students and teachers/tutors; and establishment of roles and responsibilities of students and teachers/tutors. The key issue for the VET sector is establishment of national minimum standards for online delivery to ensure no group of online VET students is disadvantaged. Appendices describe the study procedures, student survey, coordinator's questionnaire, students' interview questions, case study proforma, and individual case studies. (Contains 72 references.) (YLB)