This study explored the learning needs of women learners in community college online environments through their differences and similarities in learning styles. Learning styles were conceptualized through epistemological strategies and stages according to the learner’s life phase. The methodology implemented was: (1) a questionnaire that provided data for correlations of age, level of education, and epistemological stage and (2) qualitative cross-sectional in-depth interviews that provided data for multiple case study analysis. The study’s theoretical framework and instrumentation were derived from the Measure of Epistemological Reflection. Findings from this study suggest that results from the MER questionnaire were inconsistent with previous studies; age correlated to Role of Peers (χ²(3) = 12.16, p = .007) and Role of the Learner domains (χ²(4) = 14.30, p = .006), though not to other domains; the level of education and reasons for enrolling in online courses did not correlate to Epistemological Stages. Gender-related reasoning patterns were evident in this study; 90% of the survey and 83% of the interview categories reflected language that expressed an alignment with their gender-related reasoning patterns. An emerging trend is the transformational learning in the online environment that the majority of the participants reported. Knowledge gained from this study will have the potential to impact strategies for delivering online learning to women, basic theory of online learning, and policy for addressing gender and age-specific needs in higher education.