In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who wish to identify students who might be at risk of poor performance. In analyzing the results, we found that total scores were not useful and that gender had to be taken into account. In addition, factor analysis identified different factors that best described female and male responses, with some factors more important than others in terms of their relationship with final grades. The student reflections showed that they were thinking about the need for self-regulation in online learning. Finally, we offer some suggestions for others who would like to use the concept of locus of control to help students learn to learn online.