This quantitative, cross-sectional correlational study sought to explore whether the perceived caring behaviors of online nursing faculty were related to students' intent to persist in the educational program. A quantitative, cross-sectional correlational survey methodology was employed to assess student perception of online faculty caring behavior. The survey instrument was the Hughes' Organizational Climate for Caring Questionnaire (OCCQ). The questionnaire was sent via email to all RN-to-BSN and MSN students enrolled at one proprietary regionally accredited distance learning university located in the Midwest. Study participants consisted of a self-selected sample of those responding to the invitation to complete the survey (n = 220). Students' intent to persist was measured by query. The level of significance as 0.05, correlation effect size was 0.3, and power was 0.99. All OCCQ scores were found to have a positive statistical relationship with the probability that a student intended to persist in the current program of study. In view of the current and anticipated nursing shortage as well as the significant financial costs of nursing education, it is imperative that educators prioritize the need to retain nursing students. Student persistence is especially challenging in the field of distance education where graduation rates remain lower than in traditional face-to-face programs. Faculty support has been identified as one important strategy for promoting increased student persistence in face-to-face nursing programs. Prior to this study, however, it was not known whether faculty caring behaviors have a similar effect for online students. The implications of the study should prompt online faculty to promote student persistence by demonstrating caring behaviors as described in Hughes' OCCQ survey questionnaire, which include modeling caring in interactions with students, building self-esteem in students through confirmation/affirmation by expressing confidence in students' abilities and potential, and engaging in dialogue that promotes the open exchange of thoughts, ideas, or opinions between teachers and students. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]