We completed a qualitative study focusing on our students' use of Discussion Roles in our general and entry level online classes and presented the information at a Brown Bag presentation for University of Phoenix instructors and staff in October 2016. The following contains the results of the study including: (1) ways to use Discussion Roles in class discussions without assigning them, (2) ways to encourage students' use of Discussion Roles, (3) how students reacted to using Discussion Roles, (4) results of students' use of Discussion Roles, and (5) How instructors' future use of Discussion Roles can help adult students acclimate to asynchronous, online discussion. Discussion Roles provide scaffolding that helps students create written responses that reflect higher level thinking. Implications for improving practice relate to asynchronous discussion, students' use of higher level thinking skills, and instructors encouraging students' use of Discussion Roles. Finally, ideas for new types of Discussion Roles led the researchers to suggest further study of Discussion Roles and how they can be used by students to take control of their learning and maximize the benefits of asynchronous discussion.