While teachers in cyber charter schools play the important role of supporting students, many of these schools also rely heavily on the parents or guardians of students to act as co-educators. Teachers are no longer the sole providers of instruction. However, little is known about the roles of parents or guardians, referred to as learning coaches, and there are concerns over the quality of educational support they give students. The purpose of this exploratory study was to elucidate the roles of teachers and parents in a cyber charter school. The findings revealed that teachers traded in their student management responsibilities to focus on being content "experts" and "facilitators," while learning coaches assumed responsibility for "managing" their own children and for "guiding" them through the curriculum. Challenges arose when their roles crossed paths, or when it was unclear who should be ultimately accountable for the student's academic progress. Implications from this study suggested that (a) there is a need to better understand how to articulate their roles to enable them to be more effective at supporting their students and (b) that these co-educators may need training and support specific to these dynamic roles.