This study explored student perceptions regarding persistence in online coursework at the community college level. Using a case study design and thematic analysis, the researcher conducted focus group interviews and then identified themes related to the academic, economic, and social supports and barriers that impacted student persistence at one community college in Texas. Major themes identified by the researcher included: (1) course organization; (2) communication; (3) support programs; (4) affordability; (5) relationships; (6) care; (7) teaching presence; (8) relevance; and (9) connections. Student participants emphasized a preference for online courses that were organized and in which instructors intentionally developed connections and relationships among all stakeholders. Using research from prominent theorists in the field and data from the study, the researcher proposed a new theoretical framework to specifically address online persistence. Under this proposed theoretical framework, increased used of andragogical strategies in online courses will increase teaching presence and decrease transactional distance. Increased teaching presence and decreased transactional distance will result in increased feelings of connection and involvement within an institution, which will increase online persistence. Noted implications for institutions and instructors include using a consistent course structure across online courses, implementing relationship-building strategies in online courses, incorporating networking opportunities in online courses, and incorporating genuine empathy and care for students taking online courses. Recommendations for future research included utilizing a phenomenological approach, conducting the study longitudinally, and incorporating more focused and selective sampling procedures. [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.]