Online learning continues to be implemented in secondary schools throughout the United States. Online schools, which enroll fully online students, have demonstrated lower performance and persistence than face-to-face schools nationwide. Researchers have claimed self-regulated learning (SRL) is essential for academic achievement as SRL is used to self-direct online learning. Relationships between fully online secondary students' SRL processes and academic achievement are unknown. The purpose of this quantitative correlational study was to examine the relationships between fully online 12th-grade students' SRL processes and self-reported course grades in US Government at an online secondary school in Florida. I focused on SRL processes of task analysis, self-control, and self-judgment using Zimmerman's (2000, 2013) cyclical phases of SRL model. This model was developed to investigate how learners take ownership of learning and elucidate differences among learners' achievement. Data were collected from 21 fully online 12th-grade students enrolled in US Government using a preexisting quantitative questionnaire. Data were analyzed using Spearman's rho with a power of 0.80, level of significance of 5%, and effect size of 0.60. Results demonstrate no statistically significant associations between SRL processes and self-reported course grades. Results indicate moderate overall SRL (M = 3.65, SD = 0.62) and high self-reported course grades (M = 94.24, SD = 6.94). This study provides a preliminary examination of associations between 12th-grade online students' SRL processes and self-reported course grades in US Government. Future studies investigating diverse secondary students in other online programs at traditional schools may provide additional insight. [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.]