This qualitative research study describes the experiences of eight graduates of an online career or technical education (CTE) program. Through transcendental phenomenology, this study explores the student perspective in an in-depth and personalized fashion to create a composite description of the experience. Existing literature in this field was thoroughly reviewed, during which three major perspectives were uncovered: the administrator, the instructor, and the student. Research questions were created to reflect issues discussed in the literature, focusing on the student experience. The findings revealed seven themes generalizable to CTE students in an online setting: a clear focus on the student's career in all aspects of the experience, student resiliency in the face of adversity, the importance of the student's practical experience, student respect towards an instructor's field experience, the need for practical interaction, a tendency to forgive instructors' errors, and a view of necessity towards course activities. These findings suggest that online CTE students have much in common with traditional CTE students and that many of the experiences described in the literature for online academic students do not translate well to this demographic. This research supplies valuable context to existing theory regarding this unique group of students, suggests practical applications for online CTE administrators, instructors, and students alike, and provides recommendations for future research in this area. This research highlights the unique nature of adult online vocational students and the importance of recognizing the complexities involved in their education. [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.]