Article one of this dissertation utilizes a comprehensive literature review to depict the many cultural and social differences that are inherent to military personnel and how it may be translated into an online learning environment. In recent years, the military began the transition from an organizational and collaborative learning model to an individual, non-traditional style that utilizes online training sites and programs. Included within this article is an overview of the history and origin of military service schools that led to the introduction of the military service academy, highlighting the importance of education for the military and its members. Exploring the current learning models and how they apply to the transitioning military student, this article juxtaposes learning theory, cooperative and organizational learning concepts, and how they translate into a military online learning model that utilizes social spaces to gather, learn, socialize, and promote academic discussion. Highlighted within this article are the ways in which military students taking online classes utilize the available online social gathering places that are provided by Trident University. This article sought to explore possible reasons that students may or may not be utilizing the institution's provided spaces to discuss current events and other class or social related issues. Exploring the use of online social communities through theoretical and cultural framework, this article sought to provide research that proved higher academic success and higher persistence among military members studying in an online learning environment. A qualitative research methodology along with an ethnographic cultural research design provided insight into the underlying issues associated with the military as an organization with specific learning needs, modalities, and cultural perspectives. As a means for discovery, the following research question was asked: To what extent are military students utilizing available social spaces to bring a familiar military team, academic, and social cohesion to their online classes? Within this discovery, information was also sought for relating to institutional oversight of social spaces and whether institutionally provided spaces provided adequate feedback for military students. Exploring the expansion of the online learning model, this article examines how this expansion has influenced the military student. Looking at the online and for profit expansion and ensuing lull, the underlying reasoning for declining enrollment, increasing attrition, and non-completion rates among these schools are explored. Varying online social media outlets are used to contact students and urge them to monitor social media platforms such as, Facebook, Instagram, and available phone apps. Trident's use of these platforms as an information dispersion system allows for a wide dissemination of information. While effective, this platform does not allow a meeting hall where students can meet and collaborate outside of the current class or with students within the same field of study. The use of these online communities is not new, but they have seen little in the educational social arena that would add benefit to military members in an online setting. Military members looking to be promoted or to further a career must take advantage of the ample educational benefits provided by the military and government. Today's educators are tasked with the responsibility to provide a fluid environment that is adaptable enough to facilitate the changing lifestyle of a military student or family member. Social spaces that provide spontaneous scholarly conversation coupled with the familiar team and collaborative learning models featured within a familiar cultural military environment promote a participatory learning group and therefore promotes persistence within the group, program, and institution. [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.]