As the student population becomes more diverse, university administrators are challenged with meeting those needs in a variety of settings. Specifically, most universities are offering courses through three delivery methods: face-to-face, hybrid, and online. Although all three methods have existed for quite some time, pedagogical concerns regarding online instruction continue to be at the forefront of discussions regarding effective instruction. According to Ronsisvalle and Watkins (2005), assessing the technological skills students possess is a crucial first step in online education. Therefore, this study specifically focused on the technological skills needed by students for an online course. The lack of technological skills could quickly affect the success of the student in the online learning environment. Maintaining academic integrity and high levels of student learning are of utmost importance (Armstrong, 2011); therefore, it is essential to better understand the technological skills necessary for a student to be successful in an online course. The professor's role and technological proficiency are equally as important as that of the student. The teaching responsibility of the professor changes with online courses (Baran, Correia, & Thompson, 2011). Not only must the professor design the course, facilitate discussion, and directly instruct students (Anderson, Rourke, Garrison, & Archer, 2001), he/she must also be technologically savvy. Thus, it is also important to investigate the technological role and responsibility of the professor. The purpose of this study was to explore the necessary technological skills a student must possess in order to be successful in an online course. The intent of this study was to find possible stumbling blocks that could be averted before the student ever begins the online program.