Development of online learning in higher education is booming, and online learner become the central role in virtual classroom, so that learners’ learning situation has became an important issue. In this study, the goal is to explore the relationship among learning self-efficacy, self-regulated learning and learning engagement of online learners as well as to estimate these variables according to their background. Variable as self-regulated leaning contains goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, and online learning engagement contains behavioral engagement, emotional engagement and cognitive engagement. This study makes use of questionnaire survey based on five-point Likert scale, the overall reliability of the scale on standardized Cronbach’s Alpha is .936(n=370 on 50 items). After data collection and analysis, the results indicate that 1) Tamkang University online learners’ learning self-efficacy, self-regulated learning and learning engagement have yet to be improved. 2) The gender had no significant difference among learning self-efficacy, self-regulated learning and learning engagement. 3) The more online learning experiences learners had, the higher perception of learning engagement they got. 4) Significant positive correlation exists among online learning self-efficacy, self-regulated learning and learning engagement. 5) Students’ online learning self-efficacy can predict their semester grade but self-regulated learning and learning engagement.