Students who transfer from a two-year institution to a four-year institution often have some difficulty settling into their new university home, but a combination of social and academic supports can ease the transition. This change to a new institution can be even more difficult for students who are transitioning into a fully-online program. Face-to-face and campus-based transition supports and orientations are often neither applicable nor feasible for students transferring into fully-online programs, leaving this population of students moving to a new institution with supports that are non-existent at worst and inconsistent at best. This improvement initiative explores the impact of social supports on sense of community and persistence for students transferring into fully-online programs. An online community hosted via the Facebook social media platform for students in the Birth-Kindergarten Program at Western Carolina University (WCU) was implemented to provide community and support. Participants reported higher rates of connectedness as a result of participation in the online learning community. Practical implications are discussed for increasing connection and community among students who transfer to a fully-online program. [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.]