Emotions are adaptive and people often regulate them to better fit the environment in which they occur. Emotion regulation is how people choose to feel and react to those feelings depending on the situation. These emotions can be related to a person's cultural background and can affect how the emotions are managed and acted upon in specific scenarios, including an online learning environment. The purpose of this investigation was to examine Hispanic students' emotion regulation strategies in online courses, and how their cultural background affected their selection and use of emotion regulation strategies defined by the Gross and Thompson model of emotion regulation (2007). Using a qualitative methodology and a phenomenological approach, interviews with 17 Hispanic online learners revealed a variety of both positive and negative emotions which were evoked in an online environment, mostly related to coursework and interaction with instructors. The most common strategies detected in the interviews were deployment in the form of distraction, and response modulation, but situation modification, and cognitive reappraisal were also observed. Hispanic culture seemed to be mostly related with response modulation strategies where the participants opted to suppress their emotions in interactions with their instructors. This was also commonly identified by the participants as having been culturally ingrained to be respectful of elders, or educators specifically. Based on the findings of this study, recommendations for practice include an increased emphasis on faculty's frequent, timely and proactive interaction with students, especially in courses and institutions with a significant number of Hispanic students. Instructors may also need to reevaluate the amount of course assessments and provide a clear course schedule to facilitate students' time management. Future research should include replicating the study with a larger number of participants or with students from different cultures. [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.]