Unique distractions are present in nonclassroom environments, and many students attempt to multitask while learning online. This study examines the effect of six distractions (folding laundry, playing a computer video game, texting on a cell phone, engaging in conversation, watching a low-arousal video, and watching a high-arousal video) on learning and subsequent recall as assessed by a posttest. Compared to a baseline no-distraction condition, all six of the distractions significantly impaired posttest performance, from a baseline average of 87% correct to a distraction average of 62% correct, t(202) ϭ 15.30, p Ͻ .001, Cohen's d ϭ 1.30. In addition to objective measurements of learning, students self-reported their own assessments of learning during the distractions. Judgments of learning were poor for the high-arousal video. We discuss these findings both theoretically and for their practical application to learning in online environments.