This correlational research study investigated cognitive motivational learning strategies (CMLS) and academic success, (identified as final course Grades) of economically disadvantaged community college learners located in the southern California region of the United States. A convenience sample of 115 students was utilized from all beginning computer application and office technology classes. The participants of the study consisted of 37 males and 78 females that were enrolled in self-paced learning courses. Ethnicity groups included a total of 29 African Americans, 16 Caucasian, 38 Hispanic, and 27 Asians. Five participants chose not to report their ethnicity. The Motivational Strategies Learning Questionnaire (MSLQ) was used to obtain responses to 81 questions that assessed CMLS (Pintrich, Smith, Garcia, and McKeachie, 1991). The study employed bivariate correlation and Multiple Linear Regression for Research Questions 1 and 2 and a three group ex-post facto comparison employed a one-way ANOVA to detect possible difference in MLSQ scale means between academic achievement groups (AAG) high, mid-level and low for Research Question 3. Findings for Research Question 1 indicated no significant relationship between the 15 sub-constructs of the MSLQ and academic success (Grades). Research Question 2 revealed no significant relationships between the three MSLQ constructs self-efficacy, motivational self-regulation and help seeking; however, intrinsic goal orientation was close at p = .051, p < .05. Research Question 3 ANOVA analysis revealed that the mean score for academic achiever group (AAG) Low was significantly lower than the AAG Medium. The AAG High did not differ significantly from the Low or Medium Groups. H3₀ was rejected. Since a convenience sample was used for this study rather than a random sample, limiting the data collection only to self-paced learning computer applications/office technology classes and not the entire community college population, the study may not be reflective of CMLS in all economically disadvantaged college students, including those enrolled in traditional instructor-led learning environments. Understanding CMLS factors that are associated with economically disadvantaged students in self-paced learning environments can supplement cognitive and learning theory by providing insight in how to best address specific learning deficiencies that affect academic success and lower dropout rates.