Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, two-way, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process. This research explored student performance in and perceptions of a class that moved from face-to-face to hybrid delivery in the transition toward an online format. Student perceptions, activities, and preferences were used to group students into one of five categories: prefer online, prefer face-to-face, prefer hybrid, no preference, and online-strugglers. Brief case studies of one or two individuals from each group were described in this study to provide insight into the learning preferences and attitudes of students. A significant finding in this project was that a course with a high level of technology skills development and a significant requirement for hands-on practice was difficult to deliver in a hybrid format. Delivery of such a course required much more effort from the instructor and created the perception by students that the course was more difficult. (Contains 7 tables and 1 figure.)