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The purpose of this quantitative, non-experimental, correlational study was to determine the relationship between students’ perceived adaptability and skill mastery with students' perceived academic performance in online learning after the COVID-19 pandemic at higher education institutions. Maslow’s hierarchy of needs theory served as the theoretical framework of this study. The study is significant as it provides insight into adult learners seeking to advance their education and perceived performance at online educational institutions in higher education after the COVID-19 pandemic. The research questions explored the relationship between perceived improved performance in online learning with adult learners at universities after the COVID-19 pandemic and perceived adaptability and perceived skill mastery. The secondary dataset was from the COVID-19 Social Science Lab organization, which collected data during the initial wave of the COVID-19 pandemic between May 5, 2020, and June 15, 2020. The final sample of data was from students in the United States who responded to questions on improved performance (n=213), adaptability (n=214), and skill mastery (n=214) from the questionnaire. Two statistical measures were used to analyze the variables: Pearson’s r and Shapiro-Wilk tests. The researcher’s findings indicated a statistically significant relationship between students’ perceived abilities to adapt and demonstrate skill mastery to online learning during the COVID19 pandemic and perceived improved performance. Future recommended research areas include a post-COVID-19 pandemic survey at online universities in the United States, analysis of data for 2023 for retention and graduate rates at online universities, and the growth of competency based education online.