The purpose of this action research study was to investigate the relationship between interaction and student learning experiences in an online high school world history course. As outlined in the action research proposal, the increased opportunities for interaction in this study included the addition of a virtual office discussion board, a student lounge discussion board, a biography assignment, and a highly interactive assignment on a unit on European absolute monarchies. As described in the article manuscript, data was collected before, during, and after the intervention using pre-intervention and post-intervention surveys, student interviews, pretests and posttests on social studies content, and teacher observations and recordings. The results showed that participants preferred high levels of interaction with the course instructor, but did not consider interaction with their peers as important as interaction with the instructor. Results also indicated the amount of interaction that participants had with the instructor and with one another had little effect on student performance, as measured by improvement in pretest and posttest scores and grades on the absolute monarchies assignment.