The relationship between online learning readiness and academic performance is inconclusive. There is consensus that online learning readiness has a relationship with academic performance, but the way the three major dimensions of online learning readiness in self-directed learning, technology self-efficacy, and communication-self-efficacy impact academic performance in online courses is unclear. The researcher surveyed 18 students who enrolled in an online first-year seminar course during the fall 2020 or spring 2021 semester at a Mid-Atlantic Community College. Students were provided an augmented McVay Readiness for Online Learning Questionnaire and the results showed that there is a statistically significant correlation between a student's perceived ability to manage their study time effectively and easily complete assignments on time, perceived ability to review what they have learned in a course to aid new learning, willingness to actively communicate with their classmates and their instructor, and willingness to set aside an amount of time each week to effectively engage in study with their final course grade in the online first-year seminar course. The researcher also analyzed the relationship between a student's perceived online learning readiness and their willingness to enroll in future online courses. Most perceived online learning readiness traits were statistically significantly correlated with students' willingness to enroll in future online courses. [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.]