This study explored a conceptual model of learning in Web courses which proposed relationships between self-regulated learning skills, course structure, computer technology experience, and satisfaction with perceived learning in Web courses. Results indicated that self-regulated learning skills are directly related to satisfaction with learning at a significant level, that computer technology experience may function as a moderating variable, and that course structure may function as a mediating variable in satisfaction with perceived learning in Web courses. (Contains 1 figure and 1 table.)