The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning (SRL) strategies, supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate students). Specifically, we tested the mediation effects of both SRL strategies and supportive online learning behaviors on the relationship between achievement goal orientations and students' academic expectations. The results showed that two of the achievement goal orientations--mastery-approach (MAP) goals and mastery-avoidance (MAV) goals--predicted the adoption of SRL strategies and supportive online learning behaviors, which, in turn, predicted students' expected academic outcome for their online course. Specifically, students with higher MAP goals were more likely to adopt different types of SRL strategies and supportive online learning behaviors to facilitate their learning experience, which further enhanced their expectation for their academic outcome. By contrast, students with higher MAV goals were less likely to adopt SRL strategies and supportive online learning behaviors, which, in turn, led to lower grade expectations.