Advocates of online learning are optimistic about its potential to promote greater access to college by reducing the cost and time of commuting and, in the case of asynchronous approaches, by allowing students to study on a schedule that is optimal for them. The enthusiasm surrounding recent innovative, technology-based education initiatives, combined with an ongoing acceleration in online course enrollments (Allen & Seaman, 2010) has led educators to ask whether the continuing expansion of online learning could be leveraged to increase the academic access, progression, and success of low-income and underprepared college students. To provide an evidence-based perspective on these questions, this Brief, based on a longer review, summarizes the literature on online learning and provides recommendations for policymakers and practitioners. [For related report, "Online Learning: Does It Help Low-Income and Underprepared Students? CCRC Working Paper No. 26. Assessment of Evidence Series", see ED515135.]