Many community colleges consider online learning central to the mission of providing adults with access to academic, professional, and personal enrichment opportunities; however, the issue of student success in the online learning environment remains an area of concern. The low rate of online course completion in community colleges may be influenced by low technical skills and perceived computer self-efficacy (CSE) of learners when enrolling in their first online course. This quantitative, survey-based, nonexperimental study examined the results from the CUSE scale (Cassidy & Eachus, 2002) and the results from the SmarterMeasure(TM) readiness indicator (SmarterMeasure(TM), 2011) to explore the relationship, if any, between perceived computer self-efficacy and scores on a readiness indicator on successful online course completion (defined as earned grades of A, B, C or Pass). First-time online learners enrolled in four 3-credit general education courses at a community college and who completed the SmarterMeasure(TM) readiness indicator represented the population. The strongest predictor of course completion, in terms of statistical significance, was a passing score on the SmarterMeasure(TM) technical competencies section. Students who earned a score of pass on this indicator were significantly more likely (p < 0.001) to successfully complete their first online course. Students who earned a score of pass on the SmarterMeasure(TM) technical knowledge section were also significantly more likely (p < 0.001) to successfully complete their first online course. Finally, perceived computer self-efficacy, as measured by the CUSE score, was also a significant (p < 0.001) predictor of course completion. The findings of this study suggest that there was a link between levels of computer self-efficacy, technological competencies and knowledge, and online course completion. Given the potential impact of other variables, such as students' characteristics and adaptability to online learning, on course completion, further research is warranted. The self-efficacy indicators selected for use must accurately assess a respondent's perception of his/her ability in the specific domain, and other instruments could be used to further expand on an understanding of a learner's readiness for an online learning experience and likelihood of course completion. Additionally, Internet self-efficacy has been addressed in fewer research studies than computer self-efficacy and, therefore, could be studied to further understand the relationship between perceived self-efficacy and online student success. [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.]