This representative embedded study embraced hermeneutic qualitative methods and was grounded in the constructivist paradigm. The study explored how Howard Gardner's Theory of Multiple Intelligences (MI), promoted metacognition leading to self-efficacy in online learning. The number of colleges offering online courses has grown tremendously, attracting nontraditional students because of their flexibility. However, such students are often less prepared for the challenges of online learning than traditional college students and may require greater scaffolding. The results of this study indicate that MI may provide such scaffolding. An introduction to MI may promote higher metacognition, making it more likely such students will experience greater self-efficacy. This study used voluntary focus groups and the collection of online artifacts as sources of data that were analyzed using hermeneutic circle methodology to describe phenomena as perceived by participants. This research utilized convenience sampling of an accessible population of online community college students in a course that numbered 49, 41 of whom were nontraditional. This research revealed that most participants had some awareness as to their preferences for interacting with information prior to taking the Multiple Intelligences Developmental Assessment Scales (MIDAS), but that exposure to MI enhanced metacognitive awareness and self-efficacy. Some indication that exposure to MI led to a positive view of the online learning environment was noted. Exposure to MI seems to have promoted the development of learning strategies among most participants. Most participants found MI awareness of utility for online learners and indicated that they will continue utilizing this knowledge not only in their studies, but in other settings as well. The findings indicate that administering a battery such as the MIDAS early in a course is of benefit to learners. This research indicated that MI is a useful tool in promoting success in the online learning environment, but also suggested that more research be done using larger groups and exploring other questions such as the importance of individual learning style versus teaching style or the relative MI awareness of traditional versus nontraditional learners and potential benefits of each group. Finally, it is suggested similar studies be conducted utilizing mixed methodologies. [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.]