The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing students, a majority of whom were women over the age of forty, studying part-time, working and raising children, participated in the study. Participants reported that four supports: informational, instrumental, emotional, and affirmational, were essential for them to complete their online course. Results from this study provide insight into the types of social support that would be beneficial to nursing students to enhance their online learning experience and promote completion of their programs.