A quantitative predictive correlational study was conducted to find to what extent, if any, gender and adult student status, individually or in combination, moderates the predictive relationships between resilience and self-regulated strategies of Goal Setting (GS), Environment Structuring (ES), Task Strategies (TS), Time Management (TM), Help Seeking (HS), and Self Evaluation (SE) among online community college students in Southern California. Students (N = 203) completed demographic questions, the Resilience Scale (RS-14), and the Online Self-regulated Learning Questionnaire (OSLQ). A PROCESS v 4.2 Model 2 Moderation was completed with six predictive model summaries statistically significant (p < 0.001). There was no significant moderation effect of gender and adult student status, individually or in combination, as neither gender nor adult student status differentiated the effect between resilience and self-regulated learning strategies of GS (b = 0.0086, p = 0.36), ES (b = 0.0233, p = 0.08) , TS (b = 0.0227, p = 0.09), TM (b = 0.0068, p = 0.47), HS (b = 0.0118, p = 0.27), and SE (b = 0.0123, p = 0.24). Further discussion is provided regarding the online community college students' resilience and their incorporation of learning strategies. Although the moderation analyses result failed to reject the null, this work may inform future research design and methodology. This work may also inform higher education concerning resilience and its positive predictive relationship with self-regulated learning strategies to promote student retention, academic success, and overall student well-being. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]