The purpose of this mixed methods study was to investigate the perspectives virtual high school graduates have about their self-regulation and college and career readiness by using an online survey and semi-structured interview. Of the 28 eligible participants who attended one virtual high school in the Midwest for at least two years and graduated in May 2022, nine responded to the recruitment email and completed the survey while seven of the nine also completed the semi-structured interview. Most of the study's sample were female, had GPAs above 2.0, and planned on continuing their formal education after high school rather than entering the workforce or following other pursuits. The online survey collected information about participants' demographic data, levels of self-regulation, completion of college and career readiness activities, and level of confidence in their college and career readiness. The self-regulation items from the survey were organized into four subscales: time management, help seeking, effort regulation, and learning environment. The college and career readiness items from the survey focused on completion of specific activities while in high school and perception of confidence in specific college and career readiness attributes. The interviews gave participants an opportunity to provide personal context and further explain their survey answers. The participants' perspectives on their use of self-regulated learning strategies during high school were varied, but all participants found value in the four self-regulation constructs in the survey. The participants recalled completing various college and career readiness activities while in high school. They also placed value on a variety of college and career readiness activities; a majority named completing college/college level courses and creating an individual plan of study as beneficial. According to the study's scale, the participants had a moderately high level of self-regulation and confidence in their readiness for college and career. Based on the study's conclusions, it is recommended that self-regulation instruction be integrated into content outcomes and college and career readiness activities be introduced to students before high school. Additional recommendations are made for decision makers and future researchers. [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.]