Over the last decade, there has been a dramatic increase in the number of online graduate degree programs. However, there are few informal opportunities for students online to connect with one another and learn about the field outside of their coursework. It is important to understand who these online graduate students are, as well as their orientation and learning needs in this virtual environment. Thus, this study examined the perceived academic control, academic self-efficacy and engagement of online graduate students in special education (with a specialization in autism spectrum disorders) at a large, public university, and evaluated changes in these constructs as the result of using a newly developed online resource hub. Utilizing an integrated mixed methods design, this study sought to answer three primary research questions: (a) Who the students enrolling in the study programs were; (b) How students utilized a web-based intervention resource, seeking to create different modes of engagement; and (c) How the introduction of a web-based resource related to core study constructs, including (i) academic self-efficacy, (ii) perceived academic control, (iii) peer engagement, and (iv) perceived and (v) actual academic achievement. The participant pool included 49 students in the study programs (36.0% participation rate); however, all students enrolled in the study programs during this period (n=136) were able to access the web-based intervention site. Data was collected between Fall 2016 and Summer 2017. Findings showed that student demographics within both programs largely matched national data for online students at the time--early career professionals in their 30s who were largely white and female. Most students lived either in Arizona or California. Students reported high levels of PAC, moderate levels of ASE and moderate engagement both pre- and post-intervention. There were no significant changes in these constructs as a result of using the web-based resource; particularly, students did not use the resource to engage with each other. Students did engage with hot topics in the field and career opportunities. Due to a small sample size, few findings were statistically significant; however, suggestions for future study and the creation of future resources are discussed in detail. [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.]