The purpose of this study was to identify differences in metacognitive and self-regulated learning strategies used by students in a self-paced, computer-based developmental mathematics program (DMP) and how these strategies accounted for differences in persistence and performance observed among the students. Five research questions guided the study, which principally sought to investigate if there were statistically significant differences in the use of metacognitive and self-regulation strategies between the high-performing and the low-performing DMP students. This quantitative study employed a descriptive, causal-comparative design in which a random sample of 49 DMP students participated. The participants were categorized into three groups based on their level of success in their DMP course midway through the semester. The participant categories included one group of average-performing students and two groups at opposite extremes of the performance continuum--a high-performing group and a low-performing one. All participants responded to a survey consisting of a version of the Motivated Strategies for Learning Questionnaire (MSLQ) adapted for this study. Data analyses showed that, overall, the participants' rankings of their usage of various learning strategies had some similarities and differences in specific components of metacognitive and self-regulated learning in the two extreme groups. Using a two-sample t-test, the findings revealed a statistically significant difference in the students' use of metacognitive strategies between the high-performing and the low-performing groups. However, in the self-regulation component, the scores were not statistically significantly different between these two groups. Comparisons of all three groups using single-factor f-test ANOVAs showed no statistically significant differences in their means in both the self-regulated learning and metacognitive component. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]