The purpose of this quantitative correlational study was to know if and to what extent there was a relationship between self-determination and the dimensions of online learner readiness (motivation for learning, online communication self-efficacy, self-directed learning, learner control, and computer/internet self-efficacy) with online academic success for community college students in community college online degree programs. The theoretical foundation included Bandura's social cognitive theory that features the concept of triadic reciprocal determinism. The research questions asked if there is a correlation between self-determination, and online learner readiness and online academic success. Community college students were recruited through Facebook and SurveyMonkey Audience. Recruitment resulted in a convenience sample of 149 online community college students. The participants reported their cumulative GPA and completed the Academic Motivation Scale, College Version (AMS-C 28) and the Online Learning Readiness Scale (OLRS). The results of the Pearson correlation analysis did not show a statistically significant relationship between Self-determination with Online Academic Success (r =0.146). A statistically significant inverse correlation was found between MFL (r = -0.383), OCS (r = -0.412), SDL (r = -0.326), LC (r = -0.317), and CIS (r = -0.199) of the OLRS with Online Academic Success. Results demonstrated the need to focus on online education to understand how institutions, educators, and practitioners can support students as they complete their online degree programs. [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.]