School leaders are faced with selecting programs to support at-risk students in high schools across the United States. Increasingly, supplemental online learning is being selected as an innovative way to assist these students. The purpose of this qualitative study was to understand stakeholders' perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches. The perceptions of these respondents provide insight for school leaders selecting online credit recovery programs and policy makers.