No previous research has looked at the inclusion of teaching assistants (TAs) in competency-based education (CBE) at an online university to evaluate student satisfaction and success. A 12-month TA pilot program in an online undergraduate program sought to measure the positive impact on students' learning by surveying their satisfaction and academic success. In a mixed-methods approach, a quantitative analysis evaluated the performance data based on completion reports of the test group (students enrolled prior to TA pilot program) and the control group (students enrolled during). The qualitative analysis examined the perceptions of participants in the test group (students, subject matter experts, teaching assistants, and academic coaches). Although the results showed a statistical significance in five of the nine competencies (p < 0.05), required adjustments in the academic procedures offset this outcome. However, a high level of satisfaction was reported as a recurring theme regarding the inclusion of a TA in the CBE program. These findings provide evidence to support the inclusion of TAs in CBE despite an individualized structure of learning, which is a distinct feature. The results indicated a high level of satisfaction, which can increase student's sense of belonging, engagement, and overall success.