The purpose of this quantitative correlational study was to determine if and to what extent students' self-directed learning was related with their engagement and satisfaction at a community college located in the southeastern region of the United States. Situated learning theory and constructivism guided the study. The study was conducted during the COVID-19 pandemic with a convenience sample of 35 college students enrolled in science lab, math, and English courses. The survey questionnaire included the Self-Directed Learning Readiness Scale, the Classroom Survey of Student Engagement, the Student Satisfaction Inventory, and a demographic questionnaire. Three research questions asked to what extent students' self-directed learning correlated to student engagement, student satisfaction importance and student satisfaction level, respectively. The results of nonparametric correlation analyses showed statistically nonsignificant correlations of self-directed learning with student engagement (r[subscript k] = 0.17, p = 0.163), student satisfaction importance (r[subscript k] = 0.18, p = 0.128), and student satisfaction level (r[subscript k] = 0.13, p = 0.267). These results are inconclusive due to the small convenience sample and low statistical power. For actionable results, future studies on self-directed learning in relation to academic outcomes would require much larger samples, appropriate for specific analyses. [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.]