When the World Health Organization declared a global pandemic in March 2020, educational institutions abruptly moved course instruction to online in synchronous or asynchronous formats. As a result, students were forced to adapt to the new learning method and change the way they had previously thought of courses. A study was conducted of 135 undergraduate students in agriculture this transition into online settings created numerous challenges across faculty, students, and academic institutions. Online teaching has generally incorporated both synchronous and asynchronous learning opportunities that necessitated precise planning and intentional course design (Brown & Krzic, 2020; Harris et al., 2020). This must be accompanied by incorporation of mechanisms by which students could interact, communicate, and provide timely feedback to help students feel engaged with the course. enrolled in four different courses at the University of Tennessee at Martin. The study examined traditional, on-campus students' perceptions about their experiences with online learning as a result of the COVID-19 pandemic, and how these perceptions related to their learning styles and personalities. Also assessed was how different online teaching methods impacted students' perceptions on how connected they felt with professors and classmates. Results indicated that students who are extroverted and classified as kinesthetic or visual learners had more positive perceptions about online instruction. In addition, the more semesters of college a student had completed, the more positive their perceptions of the online experience.