The problem addressed in this study was that online graduate students are not always clear about the role that academic support may serve in their online education, which may contribute to them not seeking support, even when it is needed. The purpose of this qualitative exploratory single case study was to explore student and coach perceptions about the role that the student-academic coach relationship played in the student's online education. The contention in research is that online students want the same types of academic support services as their campus-based counterparts. The social learning theory was the study's theoretical framework. A qualitative methodology was used with eight academic coaches, and 11 online graduate students at the doctoral level participated in this study. Two questions guiding this research were: How do student perceptions of academic coaching influence the student-academic coach relationship? How does the student's understanding or knowledge of coaching determine how the academic coach approaches the coaching relationship? A case study design was employed with individual academic coach interviews and a student focus group with hand-transcribed responses and data analysis using a thematic six-phase data analysis process with NVivo software supporting the coding process. The thematic analysis employed resulted in two themes for RQ1 and two themes for RQ2. The findings indicated an abundant need for academic support and collaboration while building rapport to allow the academic coach to develop essential skills with students to enhance learning. Fifteen implications were organized around the research questions and by the themes. The conclusions included 12 recommendations for practice grouped into the following areas: points of early student engagement, early timing for student learning opportunities and early academic support, the building of deeper relationships with academic coaches, and the creation of a robust communication plan. Four recommendations for research were found in this study. [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.]