The problem addressed by this proposed study is that nontraditional African-American female college students in the United States experience more underlying issues with balancing the demands of work, school, and life than their non-minority peers. The proposed quantitative, correlational study investigated if and to what extent a relationship exists between critical thinking, metacognition, and intrinsic motivation strategies of self-regulated learning and academic performance for nontraditional African-American female online undergraduate college students in the Southern United States. Three research questions and hypotheses guided the study of self-regulated learning (SRL) strategies. The conceptual framework of self-regulated learning was applied for this study to provide a greater understanding of these essential strategies in the strategic phases of learning for cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. The Motivated Strategies for Learning Questionnaire (MSLQ) instrument was employed to measure the SRL strategies of critical thinking, metacognition, and intrinsic motivation. The results for research question one indicated that Pearson's correlation analysis states a statistically significant correlation between grade point average GPA and Critical Thinking r(133) = 0.18, p < 0.05. Pearson's correlation yielded results for the second research question indicating a statistically significant correlation between GPA and Metacognition with r(133) = 0.12, p > 0.05 and finally the third research question results indicate a statistically significant correlation between GPA and Intrinsic Motivation r(133) = 0.14, p > 0.05 for the African-American undergraduate female students' performance in an online learning environment. In addition, as reported, self-regulated learning is beneficial for monitoring students' motivational status, using related cognitive and metacognitive methods, and focusing on their learning processes and results. Self-regulated learning strategies are one of educational psychology's most critical research areas because it has influenced active learning and constructive processes in which individuals set their learning goals. A recommendation for future research will inform educators and institutions about effective interventions and support systems that can be implemented, significantly improving African-American students' academic success and overall educational experience. [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.]