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This study examined students’ perceptions oflearning and online performance in a learning environment.The participants were 93 college students in a teacher-education program in a university. The online learningenvironment was designed based on knowledge buildingpedagogy and was utilized to help engage students incollaborative learning and knowledge work. A question-naire on the perceptions of learning was employed to assesshow students’ viewed their online learning. The findingsindicated that the students involved in a knowledge-building environment (as compared with non-knowledge-building environment) perceived their online learning asrelatively more student-centered. Moreover, they were ableto progressively provide one another with more elaboratedfeedback during discussion. Some implications regardingdesign of effective learning environments are discussed