Interestingly, many students in online courses arrange meetings and interactions that take place in a context other than their online course. This study examines the impetus for these actions and aims to gain further insight into the cooperative learning process among students in three undergraduate health promotion and wellness courses taught online. The data provided many insights with respect to (1) frequency and nature of communications among students (2) barriers to learning online (3) comparison of classmates’ behaviors in traditional face-to-face format versus online format (4) comparison of students own behaviors in traditional face-to-face format versus online format, and (5) qualitative questions related to interacting with others, and overall experiences in the online class.