This article explores self-regulated learning strategies used by students in an independent online Finnish as a foreign language course at the University of Turku. We found that the successful students often used both metacognitive and affective strategies in their learning. Interestingly, while students believe they would use multiple strategies, they actually reported fewer in practice during their online studies. It is important to integrate teacher guidance on self-regulated learning strategies, such as time management and help-seeking, at the start of online courses.