The purpose of this descriptive quantitative study was to ascertain if there was a relationship between passing or failing of an online course for Midwestern community college students and the factors defined as course aspects (online format, dates of course, directions for course, and due dates of homework), interaction, personal concerns, registration, and technology. A small number of studies have focused upon Midwest students and this study attempted to further the knowledge base related to them. This study enhanced the opportunity of sharing the learner’s opinions and attitudes about online course completion through a medium other than an end-of-course evaluation. To determine reasons that impede students from being successful, the following question formed the basis of the study: Is there a relationship between passing or failing an online course for Midwestern community college students and their perceptions of the course factors defined as course aspects, interaction, personal concerns, registration, and technology? This descriptive quantitative study employed an anonymous Likert-scaled online survey based off what Fetzner used in her longitudinal study of a large community college in New York. The population consisted of students enrolled in an online course at two multi-campus Midwestern community colleges during 2015 and 2016. Simple descriptive statistics, a median split, and chi square analysis along with the phi coefficient were computed with the survey data. Due to the minimal response rate ( N = 29), outcomes are limited. Results of the study indicated that interaction is positively related to course completion (p = .07 and phi = .4976); all other variables studied showed a minuscule relationship to passing of an online course. Midwest community college students who take an online course were not found to be significantly like or different from other community college students taking an online course elsewhere in the United States.