Implementation of cutting-edge technology has enabled higher and postsecondary education to create new learning environments by affording greater access to education for more students via virtual classrooms. Although virtual instruction in its asynchronous mode has been reported as to be at least comparable, and sometimes better than conventional learning formats, a concern remains about whether it has changed the fundamental nature of collegiality and community development among participant learners, and how that has affected student persistence in academic programs. This article describes a qualitative study revealing students' viewpoints on their virtual learning experiences in an asynchronous computer-mediated learning (CMAL) environment. Special attention is given to the development of a dynamic virtual learning community among participant learners as a means for developing collegiality and sustaining persistence and consistent engagement in the program. The participants were twenty-four doctoral-level students engaged in the course offered in the CMAL environment. The findings from the study hold special relevance for higher and postsecondary administrators interested in knowing how development of a virtual community occurred among geographically dispersed learners and the power of such community for sustaining persistence in the online learning environment.