In online virtual-based learning, combining more adaptive personal student characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement. Further, the study examined how personal student characteristics, which are sometimes amenable to change and intervention, impact the relationship between risk and mathematics achievement. Sixty-three Algebra 1 students in one online charter school were surveyed about perceptions of their self-efficacy and study management. Using multiple linear regression, results show that students' age, likely coinciding with the grade level at which they took the courses, negatively and significantly predicted course grades. Additionally, domain-specific self-efficacy in mathematics contributed most to course grades among the hypothesized moderators. Finally, results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. Virtual school teachers and administrators should consider ways to strengthen students' self-efficacy and build programs to teach students about important study habits, such as time management.