The purpose of this phenomenological study was to discover how adult learners from the British Virgin Islands (BVI) experienced online distance learning. As the amalgamation of online distance education has become integrated in all facets of education within the past decade, learners in BVI had the opportunity to experience this alternative mode of continuing their education while remaining at home. It became important to understand how distance learning environments impacted BVI learners. The primary theoretical framework was a phenomenology which was used to describe the meaning of the lived experiences for seven co-researchers studying in online learning environments. The literature review explored a historical overview of education in BVI and distance learning and adult learning theories. The data collection and analysis utilized interviews and the Moustakas's (1994) model to explore the co-researchers' lived experiences. Six identifiable themes emerged from the study data which were: (a) convenience of online distance learning, (b) commitment, (c) self discipline, (d) time management, (e) completion, and (f) community. Recommendations for adult learners in the BVI included learners being committed, self disciplined and able to manage their time. These are just a few components which can lead to the success of BVI online learners. [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.]