The study examined student utilization and application of learning strategies in college level online courses and the context was a Hispanic Serving Institution (HSI) in the Southwest. Even though online courses continue to grow at a steady pace, few research studies have taken the task to analyze the utilization of learning strategies and their utility in online learning programs and under the fold of student success. The overarching purpose of the present study was to delve into important student factors across learning strategies under this instructional format. For the present study a multivariate analysis of covariance with five outcome variables and a covariate (GPA) was used with observational data obtained from a sample of 582 college students. The study examined the main and interaction effects between gender, college student's generational level, level of online learning experience across the five Motivated Strategies for Learning Questionnaire (i.e., Rehearsal, Elaboration, Organization, Critical Thinking, Metacognitive Self-Regulation) employed by students in an online learning environment. All in all, there were few observed differences across these factors with the largest significant differences contributing to no more than 4 percent of the variance accounted for. These findings seems to indicate that regardless of gender, generational level, and level of online experience, students are making, for the most part, similar use of these strategies with especial note on the prevalent use of the critical thinking learning strategy. Thus, this indicates that there is a need to further examine other important educational and instructional strategies for this learning environment. The study provides a series of recommendations for future practice and research not only for student self-regulation learning but also for faculty and administrators as well. [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.]