The effects of COVID-19 restrictions greatly influence student learning. Impacting students at all levels of education, different avenues of limitations associated with mixed-mode learning must be explored. By using qualitative thematic analysis we discover barriers students (N = 25) faced throughout an inquiry-guided, mixed-mode learning experience provided at two Penn State Commonwealth Campuses in Fall of 2020. Findings are important in discussing what actions can aid student success in future courses that incorporate mixed-mode instruction.