This study aims to explore how the model of online class services can support Self-Directed Learning (SDL) for students in the Equivalency Program. Online learning has become an essential solution to various educational challenges, especially during the COVID-19 pandemic. This study identifies factors contributing to the success of online class models in enhancing SDL, such as tutor engagement, material quality, and technology accessibility. Using a qualitative approach, data was collected through interviews, surveys, and focus group discussions (FGD). The results show that the online class model effectively supports SDL, although there are challenges related to technology limitations and students’ time management skills. The study suggests that program administrators should provide more support in time management and technology usage so that participants can fully utilize the flexibility of online learning.