Pregnant and parenting teenagers in the United States face academic, social, and emotional hardships (Baney et al., 2022; Kinser & Masho, 2015; Masterson et al., 2021). Schools, programs, and policies can aid pregnant and parenting students by alleviating burdens or improving schooling outcomes (Brouwer et al., 2019; Modesto, 2018; Zief et al., 2020). Pregnant and parenting students may choose to attend a virtual school, creating a need for these schools to support pregnant and parenting students. This study revealed the programs, policies, and other supports that a cyber charter school offers to aid pregnant and parenting female students in Pennsylvania by analyzing one cyber charter school in the Keystone state. By understanding the supports a cyber school provides, implications can be produced for stakeholders, and parenting students can make better informed decisions when determining what type of school will best fit their needs. The study is framed through the lens of Bronfenbrenner's (1979) ecological systems theory to understand the school's influences on pregnant or parenting female students. Utilizing a case study design, interviews and documents were analyzed to answer the following research question: What is a Pennsylvania cyber charter school doing to support pregnant and parenting female students? The study revealed that the cyber charter school supports pregnant and parenting students by providing pregnant/parenting-centered supports; providing for students' academic and emotional needs; creating a supportive, welcoming community and school; generating connections and utilizing communication; and harnessing technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]