<p>Research on instruction inside undergraduate mathematics classrooms has greatly expanded, with special emphasis on characterizing instructional practices and student activity in both lecture and active learning contexts. Nevertheless, students’ integration of resources and their perceptions of how beneficial these resources are for their learning, whether in-person or online, remain understudied. Based on interviews with eight mathematics majors or minors at a regional comprehensive university in the United States, we use a student resource lens to examine students’ perceptions of the utility of resources from their instructor and institution as well as additional resources that could have helped their learning. Results include students’ recognition and use of a variety of social, contextual, material, and cultural resources. They also identified additional needs, such as the availability of the learning center for upper-level classes, that could support learning. Implications include the need to further examine students’ rationales for the use of resources and how the local context impacts students’ decision making.</p>