Massive Open Online Courses (MOOCs) have given an impact on the present and future of online learning. MOOCs can be accessible to many more learners as compared to conventional teaching. There should not be constraints of geographical, demographic and economic when studying with MOOCs. MOOCs are also aimed at having large scale interactive participants who are given the opportunity to take part in learning activities, interacting with other learners and connecting with course instructors from anywhere around the world. At present, MOOCs are valuable because of the problem of coronavirus (COVID-19) that is spreading around the world at the time of the thesis being written, which has led to schools and higher institutions resorting to online learning. MOOCs are a valuable alternative to acquire knowledge as students are unable to study face-to-face at the university. Hence, with the problem of coronavirus (COVID-19) pandemic now, people are turning their attention to studying using MOOCs. Students are now searching for MOOCs as a great alternative of gaining knowledge and skills during the COVID-19 pandemic. Even though MOOCs are considered as an innovation in education; they still suffer from low completion rates. Many students have not completed the MOOCs that they took even though MOOCs have attracted many students every year. Hence, the purpose of the study was to explore factors contributing to voluntary MOOC completion among postgraduate students. The subjects of the study were six post graduate students; two were studying Masters, and the other four students were studying PhD. The subjects were selected using purposeful sampling. A qualitative approach is applied to this study. The data was gathered qualitatively through semi-structured interviews that were carried out with the postgraduate students who had successfully completed a MOOC on their own. In addition, the researcher also conducted a document analysis to look at the learning analytics of the students on MOOC and an interview with an expert for triangulation purpose. The data was transcribed and a thematic analysis was conducted to analyse what contribute towards postgraduate students’ MOOC completion. The main findings revealed that there are four factors contributing towards postgraduate students’ completion of a MOOC which are MOOC Design, MOOC Instructor, Supports and Self-regulated learning. In addition, the experiences of postgraduate students in completing a MOOC are also discussed. The students’ experiences are divided into four sections which are challenges faced by students in completing a MOOC, how the students retain their interest when faced with challenges while completing a MOOC, supports the students need in completing a MOOC and recommendation to other post-graduate students to use a MOOC. The findings obtained from the research contribute to the existing body of knowledge in terms of the research proposes a model of the factors contributing to MOOC completion among post-graduate students. This valuable knowledge is hoped to help in improving MOOC development in the future so that students would want to complete a MOOC that they have started.