COVID-19, which as of March 2021 has impacted 123 million individuals worldwide and 29 million in the United States, generated overnight changes in universities across the United States. Instructors had to move their classes online in a matter of days and students had to navigate online learning, most for the first time. This study takes a basic qualitative approach to explore how students in an associate’s degree program focused on agriculture are experiencing the transition to online learning and its effects both personally and academically. Twenty-four students completed semi-structured interviews during the fall semester of 2020 and the data were coded into themes. Students identified their personal challenges, challenges with courses moving to online instruction, and areas where students felt they were successful. A set of recommendations emerged from the student input, including: starting synchronously, chunked learning, interactive lessons, contained flexibility, adequate communication, timely feedback, and a demonstration of caring on the part of the instructors.