It was not known if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and self-regulated learning (SRL) between degree-seeking adult learners who passed versus those who failed, were at-risk of failing, or dropped their most recent online mathematics course in the United States. The purpose of this quantitative comparative study was to determine if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and SRL between degree-seeking adult learners who passed versus those who failed, were at-risk of failing, or dropped their most recent online mathematics course in the United States. Andragogy and self-determination theory (SDT) served as theoretical foundations for this research. The three research questions sought to determine if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and SRL between the two groups. The sample included 199 learners from the 2022-2023 school year; 140 learners had passed, and 59 learners had failed, were at-risk of failing, or dropped their most recent online mathematics course. Inclusion criteria for the study required participants to be at least 18 years or older and to have taken or currently taking an online mathematics course. The MSLQ was used to measure intrinsic motivation, self-efficacy, and SRL. The data were analyzed using the independent samples t-test, and the results showed that there was a statistically significant difference in self-efficacy between the two groups; however, there was not a statistically significant difference in intrinsic motivation or SRL. [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.]