This study examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) and the Online Strategies for Learning Questionnaire (OSLQ) as instruments in predicting academic success as measured by overall grade point average (GPA). These instruments were of particular interest because the MSLQ was designed to measure student motivation and the OSLQ was designed to include self-regulated learning within a distance learning environment. Participants of the study were 134 graduate students recruited from a large, urban university in the southeast region of the United States. Participants provided general demographic information and completed one survey that was composed of 81 questions from the MSLQ and 24 questions from the OSLQ. Results indicated that neither instrument was shown to be a more accurate predictor of academic success as measured by overall GPA. Results also indicated that independent variables such as age, gender, graduate status, department, and campus had no significant impact on either MSLQ or OSLQ scores.