This article describes the inclusion of a novel online student-centered resource--a Virtual Executive in Residence (VER)--who was embedded within four graduate online asynchronous courses across three semesters. Pre- and post-qualitative student perceptions from two consecutive semesters (across 48 students) were initially used to explain the function, expectations, and respective student experience. VERs were incorporated in a more com­prehensive manner (in a subsequent term) in response to student feedback/suggestions. Interviews with VERs along with recommendations for how to improve the VER/student experience are provided to help educators who wish to include a similar resource within their course shells.