The purpose of this study was to explore self-directed learning in the online learning context. A sample of traditional and nontraditional learners, who were considered above average in their level of self-direction, participated in qualitative interviews to discuss their learning while engaged in an online course. The findings suggested no major differences between the two groups, but rather small nuances related to the planning, monitoring, and evaluation of their learning in the online context. Future research could include exploring how self-direction is increased through participation in online courses, self-direction in informal online contexts, and learning activities that promote self-direction in the online context.