The purpose of this basic qualitative study was to examine online learner self-efficacy in terms of instructional strategies and course supports. Prior studies have focused primarily on factors within learners (e.g., motivation, satisfaction, achievement). The current study, with a foundation in adult learning theory, bridged the gap between learner and instruction by examining two research questions: 1) How do learners describe their self-efficacy for online learning? 2) How do learners describe their experiences with instructional strategies and course supports in terms of their self-efficacy? Semi-structured, individual interviews were conducted with twelve purposefully selected graduate-level learners from a hybrid academic program. Analysis of the responses indicated that self-efficacy was promoted through high-engagement instructional strategies such as interactive learning objects, instructor feedback, and activities requiring application of lesson content. Self-efficacy was promoted when a variety of instructional strategies were available. Course supports, such as assistance using the library, counseling services, and technical assistance with the Learning Management System (LMS) were available, but infrequently used. Informal supports, such as communication with the instructor and peers, were pervasively used and were strong supports of self-efficacy. [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.]