The virtual Chemistry classroom is a learning environment for students that are willing to study Chemistry, but have no opportunity to do so at school. The program launched in 2015, and currently, there are 22 students in the 11th grade and 80 students in the 10th grade. This study investigates and characterizes the virtual learning environment, students' learning profiles and self-regulated learning processes, and tries to establish a connection between these variables. Self-regulated learning skills (SRL) help cope with learning and learning progression. Comparing students' SRL skills and strategies whilst studying Chemistry in two different learning environments (face to face and virtual classrooms), may result in answering the questions: what are the needed skills and strategies in order to be successful in the virtual Chemistry environment, and can one predict which student will do well studying in a virtual learning environment, based on their SRL profile? Can these skills be developed in a virtual environment using aids, and what aids can contribute to acquisition of SRL skills? Initial results indicate that there are small differences in some SRL categories between control and intervention groups. Significant differences were found in intervention students chat activity over time, and in their ability to answer different level questions (categorized by Bloom's Taxonomy). These findings were used to build a student profile and advance understanding of the correlation between course characteristics and the SRL of students in the program. The students will be followed over a period of 3 years, and the link between SRL and their ability to answer higher level questions in Chemistry will be further investigated. [For full proceedings, see ED571332.]