Background: Academic Service Learning (ASL) is an important component of public health education. Given the growing demand for online programs, students should be offered an equivalent experience in both the online and face-to-face classroom. This pilot study examines course feedback related to the ASL experience of online students. Methods: A seven-question original survey instrument was administered to students to complete at the end of their introductory online public health course in academic year 2016-2017. These students were required to complete an ASL project with at least 12 hours of community engagement. Univariate statistics were conducted using SPSS, and qualitative results were analyzed using thematic content analysis by at least three investigators. Consensus on key themes was achieved with at least 2/3 of investigators using similar codes. Results: Two course sections completed the survey (n=32) with subsequent waves of data planned for collection. Students' perceived connection to course content (79%), their peers (50%), and to community members (57%) were positive. Additional qualitative findings on students' perceived challenges and opportunities will also be discussed, specific to the online classroom. Conclusions: The implications for this research speak specifically to the perceived benefits and challenges of incorporating ASL into the online classroom setting. In particular, emerging issues with site/placement selection, faculty oversight, and university liability policies may be of interest, in light of the movement toward online delivery of courses that have traditional ASL elements and should be preserved.