This applied dissertation was designed to examine the impact of autonomy supportive actions on nontraditional distance education students. The writer conducted a phenomenological research study with volunteer participants from an international distance education and instructional technology organization. All participants were distance education students who were employed full-time with family responsibilities. The writer concluded that autonomy supportive actions have a positive impact on nontraditional distance education students' autonomy and their ability to persist. An analysis of the data revealed an additional area of autonomy support--time--that may be an area of future research.