A mixed-methods study was conducted to examine the effects of self-regulated learning (SRL) strategy training on learners’ achievement, motivation and strategy use in a web-enhanced College Success course at a community college in southeast US. It was found that training assisted with students’ overall course performance and accomplishment of long-term tasks, enhanced students’ self-satisfaction, and persistence. This study empirically tested the effects of a technology-enabled strategy training intervention in a field setting; it contributes to the understanding about SRL and persistence in the community college population; and it is a pioneering trial of conducting learning strategy research using mixed methodologies. Results and implications for future research and instructional design are also discussed.