This qualitative case study, informed by constructivist pedagogical perspectives which position students as active creators of their knowledge, elicited student perspectives as regards online learning in the aftermath of the COVID-19 school closures in Uganda. Using a convenience sample, given the social distancing requirements of COVID-19, we conducted virtual interviews with both male and female students attending a primary co-educational school, a secondary single-sex girls school, as well a single-sex boys school. This provided insights into student perspectives, challenges, and recommendations on optimising online learning within the Uganda school context during the COVID-19 pandemic