With the increased use of online teaching and learning at both the higher education level as well as in K-12 venues, practitioners and researchers alike actively seek better ways to ensure online success for all students. Factors such as technological prowess, classroom preparation, and self-motivation can all impact the mastery of objectives in the virtual learning environment, but there are other factors that hold promise in terms of helping online students to achieve. These strategies are ones that have been relevant to teaching and learning for quite a while in more traditional learning modalities. While students utilize these various strategies in varying degrees, might the simple knowledge that these strategies, known as Self-Regulated Learning Strategies (SRLS), help the online students, and specifically graduate students, with successful acquisition of learning objectives? In addressing this question and others, student perceptions were gathered as a part of a study on SRLS in the online graduate classroom. This article examines the results of that study and the implications moving forward.