The United States is currently experiencing a college completion crisis. Although students are enrolling in college at high rates, completion rates are critically low. As online learning evolves in higher education, more students use the virtual platform to complete and many require additional support. The purpose of this qualitative, descriptive single case study was to examine how students and faculty members use online support services. In-depth interviews and a content analysis was conducted at a community college in Upstate New York using a sample of 22 participants. Data were analyzed using NVivo 11. Tinto's theory of student persistence was the theoretical framework and aligned with the results of the study. The research findings indicated that instructors and students use online supports to (a) navigate the online-learning environments, (b) increase access to higher education, (c) create online content, (d) develop relationships, (e) connect with staff for technical assistance, (f) get help academically and socially, and (g) develop efficacy to complete online classes. Recommendations were that academic administrators define support services, require social presence, ensure preparedness, and implement quality online support. Implications are that understanding the needs of online learning communities increases the effectiveness of online supports and decreases completion gaps. Conclusions indicated that reclaiming the American Dream of higher education is possible through online learning as long as institutions acknowledge and embrace changes in technology-based education. The results of this study can be used to make informed decisions about the quality of support services in the virtual learning environment.