The purpose of this quantitative correlational study was to examine the relationships between a student's personality traits of grit (persistence, goal-setting, passion, tenacity, time management, goal achievement, and perseverance), a student's self-reported satisfaction in the course, and the final grade a student receives in an online course. The theoretical framework for this study involved Transformative Learning Theory that suggests learning is a conscious and deliberate activity with the goal of changing one's life or life circumstances through the purposeful changing of perspectives and attitudes of the learner. The target population of this study was undergraduate students at Schoolcraft College in Livonia, Michigan, a two-year Title IV, open enrollment community college in suburban Detroit with a student population of 11,687 students. Results of Pearson correlation analysis indicated three significant relationships between grit and satisfaction; grit and final grade; and satisfaction and final grade (p = <.05) and multiple regression analysis resulted in no significant findings. The implications from hypothesis 1 include that the more grit a student reported, the more driven they were to achieve academic success; that grit had similar correlated qualities for success as other areas of life such as in business, law, athletics, and entertainment; and that the more grit a student displayed the more they persevered and achieved their goals. Hypothesis 2 implications include the possibility that students may not yet equate positive value and satisfaction to academics, and that awareness via practice in the course room may lead to positive satisfaction and academic results. Recommendations for future research were to (a) replicate this quantitative correlational study with an expanded sample and research sites to extend the examination of the hypothesis 1 findings, and (b) the development of a vetted instrument to accurately measure and evaluate satisfaction with respect to online courses. [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.]