Diverse learners' self-efficacy learning experience in Massive Open Online Courses (MOOCs) is an area of research that needs further analysis. This interpretative phenomenological analysis (IPA) study aimed to respond to that need and concentrates on the experience of adult Hispanic learners. Self-efficacy theory provided the lens to explore the learning experiences of seven participants who registered in English Composition I MOOC offered by Duke University. Four themes were identified: (1) prior learning experiences that shaped students' academic development, (2) students' cultural background, (3) experiences and attitudes that influenced students' academic performance, and (4) English composition I MOOC learning experiences. Findings revealed the need to include strategies in MOOCs instructional design that cover the four sources of information: enactive mastery experiences, vicarious experiences, verbal persuasion, and psychological states that support students' self-efficacy. Findings also exposed that cultural background, time management skills and students' registration status--those who want to get a MOOC certificate versus those who register as audit student--have a direct effect in motivation and engagement. The study is relevant for MOOC instructional designers, Universities and MOOC providers and stakeholders. The study also showed the need for further research that includes demography, social interaction and rewarding systems in MOOCs and quantitative research that connects self-efficacy with MOOCs and Hispanics and other ethnical groups. [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.]