The aim of this study is to explore students' perceptions of e-learning in a large undergraduate accounting class environment. E-learning technologies are increasingly widespread; however, they are often employed for technology's sake rather than directed by a pedagogic rationale. This study explores e-learning technology from the student's perspective, using surveys, focus groups, and in-depth interviews. From an exploration of emergent themes, a deeper understanding of the learner's experiences online surfaces. These factors are reported as significant to the success of online course components (for large-group learning) and are contextualised within the specific pedagogic model employed.