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The parents and guardians of students enrolled in cyber charter schools are often relied upon to support their children’s education. Yet, little is known about them and concern exists over their effectiveness. The purpose of this exploratory case study was to discover the beliefs and behaviors of learning coaches as they supported their cyber charter school students. Five learning coaches, who were the parents and guardians of cyber charter students, took part in this qualitative case study. As a group, learning coaches believed they and not their children’s teachers were ultimately responsible for instructing their children. Results indicated that to support their children, the learning coaches engaged in the four mechanisms of behavior described by the Hoover-Dempsey and Sandler Model of Parental Involvement (2005). These behaviors included encouraging, reinforcing, modeling and instructing. However, learning coaches also engaged in two additional behaviors not described by the model: adapting and leveraging. Adapting was described as a behavior in which learning coaches adjusted instructional strategies, learning environments, daily schedules and even belief-systems to accommodate their children’s learning needs. Leveraging resources was defined as the behavior in which learning coaches would access support and materials from a variety of sources to meet their children’s learning needs. The study revealed that learning coaches created learner-centric environments. In such environments, technology was absolutely instrumental in helping learning coaches perform their roles. Yet, these coaches faced significant challenges including: shortage of time, complexity of the role and lack of immediate access to teachers.