Globalization, technology, labor market demands and economic growth have created the need for a skilled workforce. Community colleges serve as a pivotal player in the fight to meet workforce development needs through their offerings of Career Technical Education (CTE) courses. So doing, community colleges play a key role as a developer of human capital. Online learning is a growing trend among higher education institutions. In community colleges, where students need the flexibility offered by the online mode of course delivery, it allows for the reach of a larger student population, and the attraction of a new generation of digital learners, in an attempt to increase the pool of skilled workers. How students interact with peers, faculty, and content in online courses has been shown to impact student success. However, there is currently a lack of empirical evidence to understand how online courses, and specifically, the interactions in online postsecondary CTE courses, in regards to student-to-student, student-to-instructor, student-to-content and student-to-work-based learning interactions relate to student success. The purpose of this quantitative study is to identify the interactions in online CTE courses and then explore the relationships among interactions and student success outcomes in the context of an online postsecondary CTE environment. The theoretical framework of the present study combines socio-cultural theory, social information processing theory, social constructivism, and Kirkpatrick's four-level training evaluation model. The data collection was done through a survey instrument and relied on Dillman's Total Design Method (TDM) as a model to ensure the highest response rate possible. The research instrument utilized for this study is a combination of survey items developed by Sher (2009) and includes survey items from Hiltz (1994), Arbaugh (2000), and Johnson, Aragon, Shaik, and Palma-Rivas (2000). It also includes items developed by Strachota (2006). The survey measures student-to-student interaction, and student-to-instructor interaction, student-to-content interaction, student-to-work-based learning interaction, student satisfaction, perceived learning, academic success, and perceived transfer of learning. Control variables, including gender, age, ethnicity, previous online courses taken, and Internet experience served to minimize threats to validity and to isolate the effects of the independent variables. The survey instrument was sent to community college students taking online CTE courses in the spring 2020 semester. Factor analyses and multiple regression analyses were performed to analyze the hypotheses. The study revealed that student-to-student, student-to-instructor, student-to-content, and student-to-work-based learning interactions were all positively correlated with student satisfaction, perceived learning and perceived transfer of learning. However, student-to-work-based learning interaction was the only interaction to explain student retention into and completion of the program, and none of the interactions explained student achievement as measured by GPA and grade in the last online course. [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.]