"One thing cannot be disputed: immigrants from all backgrounds and levels of cultural capital are drawn to noncredit ESL programs with high hopes of a brighter future and the attainment of the American dream" (Becker 2011). Adult ESL community learners are a fast-growing and diverse group of individuals. Previous studies demonstrate the many challenges this group faces in attending English classes (Tan, Nabb, Aagard, and Kim 2010; Tucker 2007) and the need for more online learning to better meet their needs (Eyring 2014; Reynard 2003). A survey was administered to 136 adult community ESL learners enrolled at the Provo, Utah Adult English Language Acquisition Program. Results of the survey detail their challenges, perceptions of online learning and whether they have the resources and skills needed to be successful in an online English class. Based on results from the survey, challenges to attending English classes still exist among adult community ESL learners. Although many of the participants had taken an online English class in the past, results indicate an overwhelming number of learners who want face-to-face instruction. There is also a need for hybrid and synchronous learning among primary care givers of children, participants with a bachelor's degree or higher, and participants 40 years old or younger. Many participants perceived themselves as having the skills needed to take an online class, yet participants still reported that online learning was difficult, and a computer class would be helpful. Further results indicate that many participants do not have all the resources needed to take an online class and some lack a quiet space to learn online.