The goal of this study was to investigate the relationship between persistence in an online program of study and self-directedness, computer self-efficacy, and student satisfaction. Online education has become a critical component in providing all types of instruction, including higher education courses and programs. With growth in this delivery method low persistence rates have surfaced as a problem with many students leaving online programs before completion. The participants in this study were students enrolled in Web-based online courses at the University of Louisville during the spring semester of 2008 (N = 258). The participants each completed a survey designed to measure self-directedness, satisfaction with learning online, computer self efficacy, and intent to persist. The method selected for this study was a correlation/prediction using linear multiple regression (ordinary least squares regression) to analyze to what extent the predictor variables predict the dependent variable. The independent variables investigated were computer self-efficacy, self-directedness, and student satisfaction along with demographic variables gender, age, college experience, online experience. The dependent variable was intention to take another online course. Findings in the present study indicated that self-directedness, computer self-efficacy, and satisfaction, were all significant predictors of intent to take additional online courses. The demographic variables also had a significant relationship to the dependent variable. Significance of the findings and implications for future research are discussed.