The United States faces a substantial nursing shortage that is expected to increase over the next decade and beyond. Understaffing and erratic work schedules result in minimal opportunities to participate in continuing education courses, which are required for registered nurses (RNs) to maintaining proficiency and licensure. Online learning is expected to remain a prominent learning option, given its learner-centered flexibility. However, the average age of RNs is increasing. Many nurses did not grow up using computers or the Internet and may be reluctant to use online learning as an alternative to traditional classroom education. This reluctance may be exacerbated for nurses, given the interpersonal nature of human caring, in which the nursing profession is rooted. RNs, therefore, may perceive substantial barriers to learning online. The purpose of this quantitative study was to identify the greatest barriers to online learning as perceived by registered nurses. One hundred twenty-six participants at a U.S. military medical facility completed a 56-question online survey. Eight barrier categories comprising 45 individual barriers were analyzed. The barrier categories were academic skills, administrative/instructor issues, cost and access to the Internet, learner motivation, social interactions, technical problems, technical skills, and time and support for studies. An analysis of barrier strength was also conducted for 11 independent variables. These were age, ethnic background, gender, ability and confidence with online learning, perceived effectiveness of online learning, level of enjoyment of online learning, number of courses dropped, number of online courses completed, status (military or civilian), the likelihood to enroll in another online course, and whether students felt they experienced prejudicial treatment in the classroom. Nonparametric data analysis revealed technical problems as the strongest barrier category, and that older RNs perceived barriers associated with technical skills as greater impediments than younger RNs. Findings also revealed that RNs who felt they learned better in the classroom perceived barriers as stronger than those who favored online learning. Outcomes support using principles of human caring in developing online instruction. Implications underscore the need for a 24-hour help desk, as well as the need to develop instruction based on human caring. [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/en-US/products/dissertations/individuals.shtml.]