The purpose of this mixed-methods simple explanatory sequential research design study was to examine and explore the relationship between semester-length and online student success at a community college in southeast Texas. Five research questions were addressed. The first two quantitative questions asked (1) how does semester-length relate to online student success, and (2) how does the relationship between semester-length and online student success vary across course discipline? The next two qualitative questions asked (3) what are faculty and advisor perceptions of how semester-length affects online student success and completion, (3.1) what do faculty and advisors perceive are contributing factors to online student success and completion in short- and long-session lengths, and (4) how does a colorful arts-based visual analysis represent qualitative data collected from participant interviews about student success and completion? Finally, the fifth mixed-methods research question asked how faculty and advisor perceptions explain the relationship between online student success and semester-length. Quantitative student success and completion data was collected from the research site's analytics office for 113,842 students and examined for statistically significant relationships between semester-length, course discipline, gender, and ethnicity. Qualitative data was collected by interview from seven online faculty and three online advisors to be (1) phenomenologically explored, and (2) examined using a new color-based qualitative visualization method based on modernist art from the 1950s. Quantitative and qualitative data was examined together through the theoretical lenses of the Model of Institutional Action, Theory of Industrialization of Education, and Equivalency Theory. Student success rates were found to be highest in first-session eight-week courses regardless of course discipline, gender, or ethnicity. Second-session eight-week courses and regular sixteen-week courses were significantly lower regardless of course discipline, gender, or ethnicity. Multiple areas contributing to student success and completion emerged from faculty and advisor interviews. Additionally, new types of institutional support were identified to increase student success and completion in second-session eight-week courses and regular sixteen-week courses. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]