Faculty in the Ferguson College of Agriculture implemented a variety of online tools, teaching strategies, and resources for students enrolled in introductory Agriculture, Food and Natural Resources (AFNR) courses. This study was designed to gather student feedback on the perceptions of various teaching behaviors, course tools, and course delivery methods in enhancing student learning. Ninety-eight students enrolled in introductory-level horticulture and soil science courses participated in a survey that utilized a 42-question instrument representing various course delivery methods including usage of course tools, teaching behaviors or strategies, as well as demographic information. Survey results revealed that online discussion boards, recorded lectures, and the use of social media platforms worked well for most students. Class projects, group presentations, writing assignments, quizzes, and hands-on activities were also viewed as course activities that enhance learning. On the other hand, students generally responded unfavorably to flipped class delivery, the use of clickers, class humor, and course rubrics. No significant difference in student response due to class level, gender, and respective college of origin were observed. Therefore, the results from this study suggested that more traditional pedagogy methods are still valued, and that if new tools are incorporated they should also include more traditional methods too to enhance student learning.