Advancements in technology have changed the delivery of education. With the use of learning management systems, more students are able to take courses in an asynchronous environment where educators and students are separated by space and time. Although offering more flexibility, this type of learning environment may not be conducive for all learners. The general problem of this study was to identify barriers to participating in Web-based courses at the community college level that some students face. Using a qualitative study, the researcher designed a 30-item questionnaire and conducted interviews with 22 students enrolled at a community college. The study concluded that students who take face-to-face courses view the learning as a shared partnership between the instructors and themselves, unlike Web-based courses that are more self-directed. Barriers to participating in Web-based courses include the inability to have face-to-face interactions with the instructor and classmates, along with the inability to have questions answered immediately. Other barriers include the incompatibility with student learning styles and Web-based courses, a lack of understanding of Web-based courses and how they work, the perceived lack of structure of Web-based courses, the quality of Web-based courses, lack of personal motivation, and concerns with technology. Implementing standardized practices that improve the interactions between instructors and students, and standardizing the designs of Web-based courses are recommendations for improved practice. To provide a comparative analysis, replicating this study with other students at the community college level, the bachelor level, and the graduate level are recommendations for future studies. Conducting a quantitative study on the barriers to participating in Web-based courses would also offer additional comparative analysis.