Studies addressing at-risk students' perceptions of valuable caring relationships within their unique online environment are rare. While the phrase at-risk has a variety of meanings, this study examined the term pertaining to students who were labeled due to endangerment of not graduating from high school based on their life circumstances. Through qualitative interviews, this study uncovered participant circumstances included death of a parent, bullying, pregnancy, and physical/mental health issues. The purpose of this qualitative study was to explore successful at-risk high school students' insights regarding their experience with online education, which they undertook in order to meet high school graduation requirements. More specifically, it is the intent of this study to examine the presence of care through the voices of those who journey into the virtual high school classroom. The multiple layers of meanings of care are discussed, as well as the factors that govern success for the at-risk participants in an asynchronous online credit recovery model. The article offers reflections and participant suggestions for implication and future research.