During the COVID-19 pandemic, several institutions and medical schools globally transited to online learning, as evident in few Nigerian Universities (1). This study explores the perspectives of medical students regarding Physiology e-learning amid the COVID-19 lockdown. An online descriptive, cross-sectional study was conducted between July and September, 2020. Current undergraduate medical students aged 17 years or older across five private-owned Universities who transited to virtual learning constituted the study population. Using Google forms, a web-based questionnaire was administered to participants via WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 200 participants responded (response rate = 65%). Of the 190 valid responses, 48 (25.3%) were males, and 157 (82.6%) were in the age bracket of 17-20 years. Of the 190 participants who engaged in learning Physiology online during the lockdown, 78 (41.1%) were pursuing the Bachelor of Medicine and Bachelor of Surgery (MBBS) program, 69 (36.3%) Bachelor of Pharmacy (B.Pharm), while 16 (8.4%) were studying Bachelor of Science in Physiology (Majors; B.Sc.). More than half (n = 122, 64.2%) of the study participants agree to actively participate in online classes, 68 (35.8%) had a suitable home environment for online learning, 32 (16.8%) agree that the quality of online teaching equals classroom teaching, while 36 (19%) students are satisfied with learning Physiology online. Furthermore, 135 (71.1%) participants prefer mornings as their learning periods compared to afternoons, 149 (78.4%) supplement the online lectures with further private study, while only 46 (24.2%) students agree that online lectures only will sufficiently equip them with required Physiology knowledge. The evaluation of the experiences and perspectives of students learning Physiology online during the COVID-19 pandemic in Nigeria is imperative due to the novelty of the learning mode. Thus, there is a need to encourage the consideration of adopting and integrating blended (virtual) learning in Physiology education in Nigeria.