This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant differences between Arab and American students on all but one variable. In the best-fitting model, only future orientation, a cultural variable, explained variances in learner self-regulation. (Contains 3 tables and 3 figures.)