I investigated the challenges of online instruction for accounting courses and the factors that could impact final grades. The problem addressed by this study was to determine the factors that influence the final grades of online students for these courses. The purpose of this quantitative study was to determine the impact of student engagement, satisfaction with online courses, perception of technology, and self-efficacy on final grades. This was a quantitative study where I determined the impact of student engagement, satisfaction with online courses, self-efficacy, and perception of technology on final grades. The guiding theoretical frameworks for this study were the community of inquiry, the self-efficacy theory, the social learning theory, the transactional distance theory, the happy productive student theory, and the technology acceptance model. The research mythology was a quantitative methodology; utilizing a survey was the rationale. The design was correlational, with no control group, and did not manipulate variables. This was a pilot study with five participants of the association the Virginia Society of CPA's who have taken an online accounting course and who volunteered to participate in a survey via Qualtrics answering questions related to student satisfaction, level of engagement, understanding of technology, and self-efficacy levels. Descriptive statistics were used to analyze the results of the survey. [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.]