The covid-19 pandemic stimulated the transition to online learning across all academic disciplines. However, this rapid transition brought about diverse experiences and unforeseen challenges. Several research studies highlight student's dissatisfaction with online teaching. The study aims to investigate the online learning experiences of freshman students in architecture.Both qualitative and quantitative data are used for surveys and interviews in a mixed-methods study. The analysis reveals higher psychological and technical concerns among students, and a significant correlation between both parameters, emphasizing the importance of psychological well-being of students in online learning environment.The study concludes that while online architecture drawing classes can be effective, students encounter significant challenges in this transition, and need additional support from their teachers and effective strategies to counter these challenges from their institutions.