Institutions of higher education are transforming their instructional delivery methods to meet increasing demand as individuals and nations seek the benefits of post-secondary education and lifelong learning. Technology enhanced learning environments (TELEs) and distance education programs are one solution. However, success in these environments requires learners to be self-regulated, or to control the factors affecting their learning. As individual abilities vary, course designers and instructors must determine how to assist learners in developing self-regulation within the course context. This study explored the long-term impact of SRL activities in an online English language course based on the Model of Self-Regulated Distance Learning (Andrade & Bunker, 2009, 2010, 2011). The activities focused on six dimensions of SRL: motive, methods of learning, time, physical environment, social environment, and performance (Zimmerman & Risemberg, 1997). Learners selected activities, set goals, practiced learning strategies, and reflected on their performance as they increased their English language proficiency, course commitment, capacity for autonomy, and SRL. Outcomes at the time of course completion were measured in a previous study. This qualitative study involved interviewing course completers to determine if self-regulation gains continued to impact their academic success.