The number of online learners in the United States at the K-12 level almost doubled in the two-year period from 2006 to 2008. However, research in this area is emergent at best. With the passage of legislation in 2010 requiring all school districts in Virginia to have a plan to provide online learning options for K-12 students, the need for Virginia educators to understand K-12 online learning has increased. This study seeks to answer two questions. First, in a district with an online learning program in place, how do the principals and counselors rate the student support services of the online program based upon the present national standards for online learning? Second, what desires do principals and counselors have for professional development in the field of online learning? The results of the study indicate frequently the school counselors gave more favorable ratings to the student support services in the division's online learning program than did building leaders. The study also reveals areas of strength for the district's program in providing resources for counselors and advising services. A need for differentiated professional development for building leaders and counselors was evident in the study, as well as need for improving support for at-risk learners. Although this research document focuses on experiences in one specific district, it does provide a potential survey instrument and focus group protocol which other virtual schooling programs may utilize as part of an evaluative tool to gather insight into their stakeholders' perceptions of their online learning program, as well as their leaders' desires for professional development. [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.]