As distance learning and other nontraditional methods of language learning become more popular, it is important to understand the factors that influence learners' ability to succeed in such environments. This paper reports on two factors that have a significant impact on the student experience in a self-instructed language program: locus of learning and use of affective strategies. Locus of learning describes students' beliefs who controls the education process. This study found that learners with an internal locus of leaning are more likely to be successful in self-instructed language learning than those with an external locus of learning. Moreover, successful self-instructed learners made use of affective strategies, whereas less successful learners did not. These affective factors may play a critical role in self-access language learning. The following are appended: (1) Demographic Questionnaire; (2) Student Interview Protocol; and (3) Instructions for a Narrative Journal. (Contains 1 note.)