This study examined classroom interactions to determine the challenges that community college students encounter in the online learning environment. These challenges can affect college students' attrition rates and are important to college administrators seeking to increase online retention. The purpose of this study was to investigate the challenges and issues that deter the success of online community college learners and to develop an orientation program that addressed these issues in order to increase persistence. The theoretical framework for this study was Tinto's theory on separation, transition, and incorporation. This model closely aligns with the research questions related to the challenges of the online college learner. Using a mixed methods approach, a random sample of 5 online classes was selected from a population of 19 classes. Data collection and analysis were done using a sequential explanatory design by which the quantitative data were collected and analyzed before collection and analysis of the qualitative data. The quantitative data were collected using a Likert survey that measured the students' perceptions and interactions in the online classroom. Using the same sample classes, the qualitative data were collected from the college course instructors using informal, unstructured interviews. The findings revealed that online students experience barriers to their educational success; the solution was an orientation program designed to address these online challenges and to increase retention. This orientation program promotes positive social change by its potential to improve student performance, increase academic success, and promote a more educated society. [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.]