Abstract: This qualitative case study explored professors’ perceptions of effective online content design and online course format in the Canvas learning management system on student learning achievement. Through the purposeful sampling technique, five university professors, who have taught online courses in the Canvas learning management system, were selected as research participants for the research. Data from interviews, observations of online courses in Canvas, and documents collected from online courses were gathered and triangulated through the constant comparison method and open coding. The findings revealed that it is important to have a module narrative page, instructional alignment components, a Getting Started module, and consistency created in online courses. Ultimately, the research findings can be transferred to the similar online teaching contexts.