Many nontraditional students specifically enroll in online degree programs for the scheduling flexibility they afford, given that these students are often balancing work, family, and other obligations. Nevertheless, obligations beyond the classroom are often prioritized when compared to traditional students. Lack of resources and a general inability to navigate the complex university administrative structure can lead to attrition despite the ability to succeed academically. Additional considerations for nontraditional learners include enrollment status, limited support, lack of preparation or academic skills, first-generation status, and socioeconomic backgrounds. Beyond the general factors faced by nontraditional learners, student persistence challenges are even more pronounced in online courses and programs. A narrative literature review was undertaken to identify strategies to support persistence for nontraditional students in practitioner-based programs. Strategies that support persistence in non-practitioner-based programs were also explored as they provide valuable information that can be applied to the study population. The use of early alerts, student engagement, advising/ coaching, technology, and finance provide opportunities for establishing and enhancing structures to support student persistence.