This article describes a qualitative approach in understanding factors that are evident in effective online class communities. Instructors and students in the same class were asked about their perceptions regarding what constitutes an effective online experience. The analysis was done using both Herzberg's (1962, 1965) motivator-hygiene factors and coorientation analysis to assess perceptions. The results indicated that were key differences between the perceptions of the instructor and his/her students on what constitutes effective online communities. A key difference was that, on their own, students did not focus on motivator (learning enhancement) factors when perceiving effective online class communities. Rather, students focused on hygiene (sustaining) factors.