This study examined students' use of self-regulation strategies in fully online and blended courses in a rural high school in northeast Georgia. An examination of self-regulation strategies between and within ethnic groups, gender, students' grade level, and students enrolled or not enrolled in online or blended courses was conducted. Students (n = 507) and teachers (n = 57) from the high school were provided online learning tasks aimed to advance strategies on self-regulated learning. A modified version of the MSLQ (Pintrich, Smith, Garcia, and McKeachie (1991) was used for the students' survey. The 19-items modified MSLQ survey was associated with eight factors of self-regulation. The eight factors were goal setting, motivation, task strategies, environment structuring, time management, help-seeking, self-efficacy for computer usage, and self-evaluation. However, based on factor analyses, only three factors emerged from the principal component analysis (PCA). The three factors were task strategies, goal setting, and self-efficacy for computer usage. In the qualitative investigation, teacher questionnaires and teacher interviews were used to generate a rich account of students' self-regulated strategies, offering insight that helped to identify what self-regulated strategies students need to succeed in online and blended courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]