This study tests the direct and indirect effects of online learners' personality traits, self-efficacy, and academic locus of control variables on grade point average (GPA) via path analysis. The participants of the study are 525 online learners from two different universities in Turkey. The results of the study reveal a good fit of the proposed model. Relationships in the research model show that self-efficacy has a positive direct effect and external academic locus of control has a negative direct effect on academic achievement. Conscientiousness, openness, and neuroticism have an indirect effect on the GPA, mediated by self-efficacy and external academic locus of control. Results are interpreted with the intent of providing an enhanced understanding of the importance of personality in students' success at online learning experience. [Paper presented at the International Eurasian Educational Research Congress (3rd, May 31-Jun 3, 2016).]