Learner control is vital in self-directed learning within technology-enhanced language learning. Yet, to date, there is little discussion about learner control in beginners' classes with technology-enhanced learning novices in online contexts. The present study investigates how an online beginners' German as a foreign language course fosters learner control. Two components of the class, synchronous live meetings, and an asynchronous online component were analyzed for specific aspects assumed to cultivate learner control. The study takes a case study approach and is based on Pilling-Cormick's self-regulated and directed technology-enhanced learning model. A survey and interviews were conducted to answer the research question: To what degree does the online course foster learner control, if at all? The results reveal that despite a general dislike of online learning and little to no technology-enhanced learning experience, learner control was fostered to a high degree.