COVID-19 has dramatically reshaped the way global education is delivered, which resulted in the largest online movement in the history of education. In the light of determining the student's satisfaction and achievement in online learning, critical success factors in online delivery are identified such as the cognitive, social, and teaching presence. This research identified the critical success predictors of students and proposed a student development program in online learning of University of Batangas. This study used a quantitative research design and was participated by 313 2nd year college students of the University of Batangas who were enrolled in the 2nd semester of Academic Year 2021-2022. A validated self-made instrument was utilized for data collection and Hierarchical Regression Analysis was used to determine if there is a hierarchy of factors which predicts the critical success of the students in online learning. The results revealed that (1) the majority of responders are female, enrolled in a college program for the arts and sciences, have one to two siblings, and learn on their own without the assistance of a tutor; (2) the students acknowledge that their key performance in online learning is predicted by their cognitive, social, and teaching presence; (3) there is a significant difference between the college program of the students and the predictors of their critical success in online learning specifically teaching presence, cognitive presence, and social presence, and (4) there is a hierarchy of variables specifically sex, college program, number of siblings on online learning, and learning dependency that forecasts students' key achievement in online learning. A proposed program was constructed based on the data that aims to improve current teaching practices specifically on strategies in the delivery of learning, assessment of knowledge, and socialization with the students.