The current study delved into the problematic achievement gap between African-American graduates students and other groups, specifically in the online learning environment. African-American graduate students' lower achievement is problematic due to its lost opportunity costs and social subjugation of an entire group of Americans. The study's purpose was to improve our understanding of this problem in order to better inform the content and packaging of future academic delivery to this population. A qualitative methodology with a phenomenological design was used to cull the 1st hand experiences of African-American graduate students as to their online learning experiences. Self-determination and constructivism theories grounded this study. The guiding research question for this study was "How do African-American college students describe their online learning experiences?" Interviews were conducted with 10 graduate students. During these interviews participants described their subjective experiences and both facilitative and impeding factors in the online learning experience. A thematic data analysis was conducted. Results identified that among these participants their online academic experiences were varied and idiosyncratic. Emergent themes of importance for these participants included their online learning, subjective experiences, and time. Additionally, participants varied in independence, online platforms used, self-motivation, and goal-directed schoolwork. Knowledge acquired from this study could help positive social change via enhanced educational experiences (e.g., content and culturally sensitive delivery) for the population of interest. [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.]