This qualitative study explores middle school students' perceptions of effective online learning pedagogies. I draw on eight semi-structured interviews with two students, 12 interviews with teacher participants, ongoing, open-ended ethnographic interviews with students and teachers, student artifacts, and field notes from over 300 h of synchronous classroom observations. Findings suggest that middle schoolers first prioritize teachers' use of Student-Centered Pedagogies, including providing formative feedback, fostering student connections and collaboration, implementing a culturally responsive curriculum, and conveying teachers' personality and humanity within the online learning environment. Secondly, middle school students value Students' Agency, including Socioemotional Learning, Students Choice, and Metacognition, in fostering a supportive online learning environment. The study underscores the pivotal role of educators in facilitating effective online learning, emphasizing the importance of adaptability, empathy, and clear communication. These insights contribute to understanding how to optimize online learning environments for middle school students, providing valuable guidance for educators and policymakers in designing and implementing effective online learning pedagogical practices tailored to the needs of this demographic.