The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys. Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05. The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships. It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.