This study examined online graduate students' perceived learning styles and perceptions of factors that influenced their overall academic achievement in online courses. The study explored relationships between the learning styles and the factors identified as influencing achievement. Previous research produced mixed results when evaluating the effectiveness of the use of learning styles in educational settings (Santo, 2006). This research seeks to expand the body of knowledge to provide further support for learners and educators. Data were collected from participants utilizing the Inventory of Learning Styles (ILS) and an adapted Factors Supporting Graduate Student Achievement Survey (FSGSAS). The participants displayed a higher percentage of the meaning directed learning style for processing strategies and mental models of learning, which aligns with previous research (Gulpinar, 2014; Lloyd, 2007). Participants were also found to have a higher percentage of the application directed learning style for the learning orientations domain. The results of an ANOVA analysis yielded no significant differences for all items and learning style domains. However, further review of the results offered meaningful insights to support the learning process in institutions. The FSGSAS identified six areas: personal learning commitment, time management skills, critical thinking, organizational skills, feedback, and independent learner as important to very important to academic achievement. [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.]