This study takes a closer look at French-speaking MOOC participants of diverse levels of countrywide development and draws comparisons on the basis of sociodemographic variables, access conditions, academic antecedents, and satisfaction. Results show some important differences between learners from low-income and emerging developing countries compared to learners originating from developed countries, particularly regarding gender, age, occupation, prior experience with MOOCs and perception of self-efficacy, participants from developing countries having more prior experience with distance courses and an higher self-efficacy towards distance learning. However, learners' satisfaction with courses did not differentiate on the basis of countrywide development level. Because of these different profiles MOOCs creators who want to promote accessibility to higher education in developing countries should focus on specific needs.