This study sought to identify the support needed by returning baby boomers to succeed in online master's programs at a Midwest institution. Tinto's (1975, 1987, 1993) theory on social and academic integration, Kember's (1989) model of dropout distance education, Bean and Metzner's (1985) student attrition model, and Park's (2007) model for adult dropout in online learning theory served as the conceptual framework for this study. This study draws from the findings of an online survey and semi-structured personal interviews with returning baby boomers (born between 1946 and 1964) who had completed an undergraduate degree and had enrolled in an online master's degree program at a Midwest university. The survey questions focused on six factors; Academic Integration, Social Integration, Supportive Services Satisfaction, Degree Commitment, and Academic Conscientiousness. The semi-structured interview investigated eight baby boomers' perceptions, understandings, and beliefs returning to a university. The online survey and semi-structured personal interviews were conducted and thematically analyzed to provide a detailed account of the RBB students' online university experience. The results confirm that online university study can be beneficial to the individual and the community in later life. This research can inform policymakers by emphasizing the importance of online support for older adults by creating a supportive environment for baby boomer students. Increasingly, older adult students are seeking advanced educational degrees. Their success depends, in part, upon fulfillment of critical support needs. The participants are highly intrinsically motivated and benefit from family and friends' emotional support and financial support from their employers. However, participants expressed some disappointment with a lack of support and empathy from the faculty and little institutional support to create a more welcoming campus environment. and 1964) who had completed an undergraduate degree and had enrolled in an online master's degree program at a Midwest university. The survey questions focused on six factors; Academic Integration, Social Integration, Supportive Services Satisfaction, Degree Commitment, and Academic Conscientiousness. The semi-structured interview investigated eight baby boomers' perceptions, understandings, and beliefs returning to a university. The online survey and semi-structured personal interviews were conducted and thematically analyzed to provide a detailed account of the RBB students' online university experience. The results confirm that online university study can be beneficial to the individual and the community in later life. This research can inform policymakers by emphasizing the importance of online support for older adults by creating a supportive environment for baby boomer students. Increasingly, older adult students are seeking advanced educational degrees. Their success depends, in part, upon fulfillment of critical support needs. The participants are highly intrinsically motivated and benefit from family and friends' emotional support and financial support from their employers. However, participants expressed some disappointment with a lack of support and empathy from the faculty and little institutional support to create a more welcoming campus environment. [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.]