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This article presents the findings of early childhood special education graduate student’s experiences within two distance learning environments. Specifically, this study explored the perceptions of students as they interacted with synchronous and asynchronous learning environments specific to Wimba© and Ecampus. Participants included 18 graduate students at a mid-size, public university in a rural eastern state who were completing a degree in early childhood special education. Data collection methods included transcribed discussion board posts, live class meeting transcriptions, and survey responses. Results suggest that students perceived benefits to both synchronous and asynchronous learning environments. Also discussed are specific learning activities and strategies which students identified as beneficial to their learning experiences.

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