Failing to recognize that they must become active learners, many first-time online students experience difficulties and drop out. One intervention to promote retention is to offer orientation programs during which students are introduced to learning strategies that they can use to engage in their learning, achieve success, and persist in online learning. The purpose of this qualitative study was to provide an in-depth description and analysis of these learning strategies as used by experienced online students, individuals who had first-hand experience with learning online. A purposeful sample of eight doctoral and masters nursing students, ages 24 to 53, were interviewed using an interview guide that consisted of open-ended and close-ended questions derived from the study's framework. The framework was active learning, based on constructivism, self-regulating learning, and learning styles. Analysis of interviews was done with pre-established coding categories and NVivo 7. Results confirmed that three sets of learning strategies were used by participants when engaged in online learning. The three sets of learning strategies were knowledge construction, self-regulation, and technology strategies. These strategies were deemed helpful because they led to completion of the course, a good grade, greater understanding of course content, and comfort with technology that reduced frustrations with learning online. The implication for promoting retention was to share the three sets of learning strategies with online students. Results, however, indicated that participants did not complete online orientation programs. This finding suggested that orientation programs might not be the most effective means for introducing learning strategies. Therefore, the recommendation was to introduce as well as provide opportunities to practice these strategies during course orientations. To complement students' online learning strategies and thus promote learning, results indicated that discussion questions, assignments, course materials, and instructor feedback must be well-constructed, meaningful, and provide direction for learning and completing the course. Results also generated questions for evaluating online courses and assessing students' active learning as a measurement of student achievement.