This qualitative research project was conducted to investigate the self-regulation strategies of learners in an asynchronous college-level math course. Seven students participated in the study, which was conducted at a large state university in the mid-Atlantic region of the United States. Transcripts of face-to-face interviews, electronic journal entries, and artifacts were collected during the spring 2006 semester. A follow-up electronic journal entry was collected in 2007. Findings include the identification of a general learning strategy employed by the participants and improved learner confidence. Self-regulation strategies were identified and are compared to self-regulation strategies documented for more traditional learning environments. (Contains 2 tables and 1 figure.)