A number of quantitative studies have investigated different student behavioral, demographic, and environmental factors and their correlation to the success of Online students; fewer qualitative studies have asked students and faculty their perceptions of various factors related to success in Online Courses. Any kind of study, however, asking students who placed into Remedial levels of courses for insights and opinions about required strategies and beliefs for success were extremely rare. A study asking for these same perceptions from students who chose to take the Remedial class Online were close to undiscoverable. This study asked successful students who chose to take a Developmental English Course Online for their ideas as to what beliefs and strategies they thought were necessary for their success in that class. Students also shared what they perceived to be barriers to success, the value of different kinds of supports in the class, and the importance of peer interactions. The students identified the Self-regulation strategies of time management and self-discipline as the primary tools they used for their success in the course. They identified procrastination as the primary barrier. These elements closely parallel the factors and perceptions that resulted from previous qualitative and quantitative research in Online Course success. Students also identified the importance of technical and familial support as essential to their success. Technical knowledge or lack thereof also was a prevalent finding in previous research as a contributor or barrier to Online Course success. Students mentioned the importance of peer interaction in helping them keep connected to the class, and that they missed the personal interaction a Face-to-Face class provided. An unexpected finding was that the successful participants in this study all reported growing up in abusive households of some kind which they mentioned contributing to their being more self-sufficient in both college and in life in general. The conclusions of this research were two: First, student perceptions should be tapped to a greater degree in order to incorporate their suggestions into curriculum development and design, especially in Online Courses; and, students who test into Developmental or Remedial Courses identify the same strategies for and barriers to success as their college-level counterparts. More investigation needs to look at what differences, if any, really exist between the supports for success of the college-ready and underprepared cohorts in order to eliminate stigma, improve curricular design, and eliminate attainment gaps. [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.]