Whether be it in traditional or virtual classrooms, non-traditional learners come equipped with an eclectic blend of characteristics and past experiences, which serve to either facilitate or hinder their academic pursuit. Adults who possess a strong sense of efficacy, employ a wide range of self-regulatory strategies, and maintain high motivational levels during the course of their learning are likely to be successful. In contrast, those who doubt their abilities, lack metacognitive activities,

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... and exhibit low motivational levels tend to fail at accomplishing their goals. This paper sheds some light on the importance of self-efficacy, self-regulation, motivation, and their "synergistic" effect on adults' academic achievement. Implications for online educators are discussed.