With an increasing presence and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous web based tools within learning management systems (LMS) requires further evaluation.  Research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools to assist in the perceived attainment of academic outcomes. The mixed method study included 33 participants (n=33) enrolled in a Master of Arts in Teaching distance learning program. A post-only Likert scale survey was employed to collect quantitative data linked to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Additionally, qualitative feedback was gathered via open-ended response and observation of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of varied ongoing interactions and immediacy of feedback in the online learning setting.