Individual (e.g., depression, learning styles) and familial (e.g., social support) factors affecting the psychosocial well-being of bilingual, rural Nebraska, paraprofessional educators were examined. Of 26 participants, 15 were first and 5 were second generation Hispanic immigrants. All were currently (n= 20) or formerly (n= 6) involved in an online, distance education, bachelor's degree program in elementary education, with English as a second language certification. Results from data analyses are presented, as are suggestions for working with unique populations. (Contains 1 table and 1 note.)