This study sought to identify the relations between learning strategies and learning achievement, learning strategies levels, variables deciding their levels, and the relations among learning strategies. Through this, it attempted to find out any implications for strategies for designing and managing e-Learning environment and e-Learning strategies training programs. The participants were 73 adult learners, taking any of 5 courses offered by a leading e-Learning educational program providers in Korea. A 48-item survey was administered. The questionnaire was organized into 11 categories as described below. Each item was designed with 5-point Likert scales, using values of 5 for strongly agree and 1 for strongly disagree. Post-hoc, internal consistency reliabilities of the categories were measured with the following Cronbach\'s alphas: self-direction(α=.73), (2)expression(α=.78), (3)multiple discussion(α=.77), (4)sociability(α=.74), (5)overload management(α=80), (6)information management(α=.81), (7)asynchronocity management(α=.75), (8)time management(α=.75), (9)information interpretation(α=.84), (10)self-efficacy(one item), (11)positive attitude(one item). Mean, ANOVA, Pearson Correlation, and Multi-regression were computed for the questionnaires and 5-point Likert items with negative descriptions were reversed for convenient interpretation. The result indicated that higher time management competency facilitated better learning achievement as well as cognitive and behavioral involvement in e-Learning environment. Nonetheless, considering that adult learners in a corporate environment do not have high competencies in this strategy, external supports are especially demanded to improve this strategy or compensating for the weakness of it. The result showed that corporate learners seemed not to be competitive in most of the learning strategies including time management in e-Learning environment. Although self-efficacy and positive attitude were relatively high, it appeared that expression strategy was the lowest. The levels of multiple discussion, overload management and information management may depend on especially academic levels and age levels as well. Time management were highly correlated with self-regulation, expression strategy, overload management, information management, and asynchronocity managment. Multiple discussion and information management were significantly highly correlated with various other strategies. However, muli-regression indicated that expression strategy is not significantly related with e-Learning achievement. This result indicated that expression strategy facilitates cognitive and behavioral involvement in e-Learning rather than learning performance itself.