The purpose of the study was to investigate whether intrinsic motivation, extrinsic motivation, task value, metacognitive self-regulation, self-efficacy for learning, and cumulative GPA predicts academic success among college students enrolled in remote, asynchronous Elementary Spanish I and II courses. The study was conducted during the Summer 2020 term at a large urban research university in the Southeastern United States. One hundred and sixty-eight of 301 undergraduates responded to the survey resulting in a 56% response rate. The results of the multiple regression indicated that 41% of the variance in Spanish course grades was accounted for by the predictor variables. Three of the predictor variables were statistically significant, self-efficacy, metacognitive self-regulation, and cumulative GPA. Self-efficacy and cumulative GPA showed a positive relationship to course grade after controlling for all predictor variables. Metacognitive self-regulation, which was positively correlated to course grade, had a negative relationship to course grade when predictor variables were included in the model. Intrinsic motivation, extrinsic motivation, and task value were not significant predictors of the course grade. Implications and applications for teaching remote asynchronous elementary Spanish classes are discussed. [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.]