The purpose of this research was to explore self-directed learning (SDL) in the context of online learning. The experiences of traditional and nontraditional learners engaged in an online course as part of a degree-seeking program are explored in terms of readiness for SDL and the processes of planning, monitoring, and evaluating one’s own learning in the online context. The findings present small nuances in how different learners describe SDL in the online context related to how the different students perceive their learning in an online course. Traditional learners discuss the impact of the flexible nature of online learning as it relates to the process of SDL while nontraditional learners focus more on the learning process itself. Areas for future study in the area of SDL in online learning are shared to highlight the importance of exploring adult learning theory in the online context from both learner and educator perspectives.