This study utilized a quantitative survey to systematically examine Academic Coaches' perceptions of their roles in the online higher education classroom regarding the engagement and self-efficacy of their students. Results of data analyses show Academic Coaches perceive students taking higher education courses online struggle more in the areas of self-efficacy than in student engagement. Results indicate Academic Coaches perceive their strategies to positively impact both student self-efficacy and student engagement. Results provide implications for future research and practice in the area of promoting student success in online higher education classrooms.