The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

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