The purpose of this study was to discover what design elements students preferred in their ideal online classroom environment that might differ from their ideal physical classroom environment and to understand what differences might exist due to the demographics of age, gender, or race. In order to best uncover those differences, I utilized an already validated measurement called the Adult Classroom Environment Scale. Participants for this study consisted of 170 students of varying ages, genders, and races from Valdosta State University. These participants were provided a survey which consisted of three demographic questions and two versions of the Adult Classroom Environment Scale; one asked for ratings based on an ideal physical classroom environment and one asked for ratings based on an ideal online classroom environment. The dimensions associated with course design, involvement, affiliation, personal goal attainment, and organization and clarity, were analyzed. According to the results, students’ rated personal goal attainment significantly higher for their ideal online classroom environment (M = 3.01, SD = 0.53) than the physical one (M = 2.70, SD = 0.44); (t(169) = -9.04, p < 0.001). Additionally, female students (M = 3.53, SD = 0.46) rated organization and clarity significantly higher than male students (M = 3.28, SD = 0.67); [F(2,167) = 3.81, p = 0.024]. Finally, it was found that White students (M = 3.09, SD = 0.56) rated affiliation significantly higher than Other students (M = 2.68, SD = 0.58), [F(2,167) = 3.91, p = 0.022], and separately White students rated organization and clarity significantly higher than Black students (M = 3.37, SD = 0.57); [F(2,167) = 4.46, p = 0.013]. From these results, a foundation for a guide to the design of online classroom environments at Valdosta State University was established.