This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and learning persistence were used as criterion variables. Subjects were 178 students registered for online and mobile "Culture and Art History" courses in the 2012 second quarter of K cyber university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and level of learning strategy use positively predicted course satisfaction and learning persistence, and academic burnout negatively predicted course satisfaction and learning persistence. However, school support did not predict either course satisfaction or learning persistence. Accordingly, we suggest that raising self-efficacy and level of learning strategy use, and reducing academic burnout in the learning environment will improve course satisfaction and learning persistence of cyber learners. [For the complete proceedings, see ED557171.]