Instructional designers at a medium-sized, public, comprehensive university in the Midwest investigated student perceptions of online course design elements in terms of whether they experienced the elements and the importance they placed on those elements to address the issues of inconsistent gathering of student evaluation feedback in online courses on their campus and of the lack of consistent standards around online course design. The online course design elements included in the survey were based on the Quality Matters Rubric, to which the institution subscribes. Participants indicated that course navigation, instructor communication, timely feedback, and grades were most important. At the same time, they primarily experienced good course navigation, relevant and up-to-date material, and accessible learning material.