The purpose of this study was to examine graduate students' perceptions of online synchronous and asynchronous courses in peer engagement, teacher presence, and course design and materials. It further compared differences in synchronous and asynchronous courses, and whether graduate students' perceptions differed due to student age, number of courses taken, student gender, and student part/full time status. Online courses continue to be in demand well after the COVID-19 pandemic forced universities to shift to remote learning. Students, especially nontraditional students, often prefer the convenience and flexibility synchronous and asynchronous courses have to offer (Croxton, 2014; Yamagata-Lynch, 2014). This study analyzed survey responses from masters, specialist, and doctoral students in a College of Education, Health, and Human Services regarding their perceptions of teacher presence, course design and materials, and peer engagement in online synchronous and asynchronous courses. This study found a difference in perceptions between synchronous and asynchronous students in teacher presence, course design and materials, and peer engagement. A statistically significant relationship in respondent's perception between age and peer engagement, age and course design and materials, as well as course load and peer engagement were also analyzed. [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.]