This study examines motivational and learning strategies, and academic and student satisfaction, in college students. One hundred thirty-five college seniors were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), Academic Satisfaction Survey (Flores, 2007), and Online Course Survey (Walker & Kelly, 2007) in an online capstone course. Moderate correlations were reported between academic satisfaction and control of learned belief (r = 0.343) and student satisfaction and intrinsic motivation (r = 0.361). The multiple regression analysis indicates that three variables (controlled belief, self-regulation, and effort regulation) accounted for 31% of the common variance when predicting self-efficacy. These results did not support a relationship between self-efficacy and academic or student satisfaction, but did support evidence for a relationship between self-efficacy, perceived control, and self-regulated behaviors.