Controlled environment agriculture (CEA) workforce development requires a multidisciplinary, contemporary education to equip students with the knowledge and skills necessary for designing, managing, and sustaining advanced production systems. This study evaluates an asynchronous, online Controlled Environment Plant Production (CEPP) course designed to deliver that multidisciplinary curriculum, integrating plant science, engineering, and economics. Using a retrospective pre‑post survey, 106 students completed 17 Likert-type items across three domains: skill, knowledge, and attitude. In addition, students’ demographic information, experiences, and qualitative feedback were collected and analyzed. Cumulative logistic mixed models and a thematic analysis were applied for quantitative and qualitative responses, respectively. Results revealed statistically significant gains in all three domains and a marked rise in the probability of selecting positive response categories, indicating enhanced self‑perceived competence and favorable attitudes toward CEA. Future iterations of the course could strengthen learning outcomes by clarifying and expanding course materials, improving feedback processes, offering more opportunities for hands-on application, integrating additional real-world case studies, and leveraging adaptive learning technologies to better tailor the experience to individual student needs. Overall, this work provides empirical evidence and design insights for educators seeking to scale data-driven, interdisciplinary online courses that advance the next generation of CEA professionals.