Abstract: Understanding the relationship between affect and learning can help e-learning designers create engaging online educational environments. The current paper aims to explore this relationship. 138 students who were taking an online course participated answering a paper version of the Positive Affect and Negative Affect Schedules (PANAS) and providing their course’s grades. Positive affect towards the online course showed to be predominant. Most students (93.5%) had approving grades. However, no significant relationship between affect and learning was found. Several explanations are discussed.