This study explored multiple factors related to the distance learning experiences of soldier-students who engaged in distance learning while deployed to a combat area. Data was gathered from 144 participants who completed an online questionnaire. Fifty-two factors potentially affecting the dependent variable of "course completion" were examined through a systems theory lens at the macro, mezzo, and micro levels. Nearly all factors found to have significant differences in those soldier-students who completed their distance learning course and those who did not complete their course were found in the higher education domain at the mezzo and micro levels. These factors included the Instructor behaviors of frequent contact and flexibility, student satisfaction, and program completion. In addition, half of this study's participants reported experiencing role conflict as a result of their decision to study while deployed. The results of this study suggest the value of future research focused on role conflict, in both the higher education and military domains, for those soldier-students that simultaneously engage in distance learning and combat deployment. [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.]