The purposes of this paper are to examine students’ perspectives on real-time videoconference classes at an online graduate school, and to determine effective ways to conduct videoconference classes in order to supplement online courses. For these purposes, a questionnaire and an informal group interview were conducted. The participants in this study were 37 graduate students in the M.A. TESOL program at Cyber H University. Each student participated in at least six real-time videoconference classes over the course of a semester. The students responded positively in general. The participants indicated that they felt greatly inspired because of the sense of collective consciousness achieved by studying together in the videoconference classes. However, they also pointed out that technical difficulties, such as audio and video problems, should receive more attention, and that the discussion and feedback activities needed to be supplemented. The opinion was also expressed that if many people participate in the class, it might be desirable to divide the class into two groups, one of speakers and the other of observers. If the technical aspects were improved and good class management strategies were employed, videoconference classes could develop a high level of interaction and mitigate the limits of online courses.