During the last decade, distance learning has developed and become widespread. Many colleges and universities in the United States have accepted distance learning as part of the instructional delivery. In 2017, 33% of students enrolled were in distance learning courses. Out of these, 3.1 million (15.7%) students enrolled exclusively in distance education courses. According to the National Center for Education Statistics (NCES), in fall 2018, there were 6,932,074 students enrolled in distance education courses at degree-granting postsecondary institutions (2019). Yet, based on an extensive review of relevant literature, it was revealed that there was a gap in research related to online developmental courses offered at four-year colleges, especially at Historically Black Colleges and Universities (HBCUs). The purpose of the study, to close the gap, was to explore the experiences of four-year university, African American students in an online developmental English course. A qualitative, phenomenological study of these experiences provided a base of knowledge from which conclusions could be drawn and suggestions made. Six students, in an entirely online developmental English course, were interviewed and those interviews were analyzed for emergent themes. The qualitative methodology was chosen to empower participants to tell their stories and experiences. Research findings and the results of this study may be beneficial to online instructors, developers, and students. [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.]