The general problem to be addressed by the current study is the increasing percentage/count of dropouts of non-traditional students from online college degree programs. Guided by the theory of Perceived Organizational Support (POS), the purpose of this quantitative study was to investigate how POS is related to perceptions of faculty support, persistence of non-traditional online learners, and their dropout intentions from online college degree programs. In response to the research questions which inquired about a potential influence of perceived organizational support and drop out intentions, perceived organizational support and persistence, faculty support and dropout intentions, and perceived organizational support and dropout intentions using data that were collected from 183 Online NTS that were recruited from Facebook to take an online survey. A multiple linear regression resulted in the findings that did not suggest any significant increase or decrease in persistence resulting from participants' perceptions of organizational or faculty support. Exploratory analyses suggested interrelationship of reliability and persistence in relation to dropout intentions. The study results indicated that the impact of POS and faculty support on persistence and dropout intentions was not significant. The findings of the present study underscore the need for research to explore the potential value of perceived organizational support and faculty assistance for non-traditional students' decisions, persistence, resilience, and successful completion of online programs. Institutions offering online programs should tailor support and training for less prepared learners, while allowing proficient learners to advance without unnecessary interventions. Institutions need to adapt their approach and course design to offer timely and adequate support. Institutions offering online courses to non-traditional students should establish effective support systems to facilitate the successful completion of virtual programs. Subsequent researchers may wish to explore elements of educational environments or student populations that could indicate when and to what extent POS principles should be emphasized. Given that persistence and resilience were found to be predictors of student goal commitment (i.e., retention or attrition), it is recommended that both variables be incorporated into future research models, perceived organizational support theory and research aimed at forecasting student success and academic goal achievement, and, ultimately, practical policies and innovations. [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.]