The number of non-traditional, asynchronous, post-secondary online students enrolled in a business administration major has increased dramatically over the past decade. At the same time, attrition rates are rising in this population indicating that non-traditional students are not successful in their online experience. This quantitative, cross-sectional study explored the critical success factors that contribute to the non-traditional, online student's perceived level of success. There has been insufficient research conducted in this demographic. Critical success factors included student characteristics and skills (time management, organizational, basic computer, and self-motivation), the instructor and course design (organized design, clear expectations, clear assessments, and prompt feedback), and the use of e-learning tools in the learning management system (LMS) (discussion boards, videos, and online workshops). Based on the quantitative analysis, there was a statistically significant relationship between the perceived level of success and all 11 factors. The study also identified self-motivation as being the most significant predictor of success and self-motivation was found to be more important to success as the age of the student increased. [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.]