<p> The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online doctor of management program or had completed the dissertation writing process. Participants shared perspectives on support through narrative storytelling and answered open-ended questions that described individual perceptions of engaging support to maintain motivation during the dissertation writing process. The general research question was as follows: How do African American online doctoral of management students engage support to maintain motivation during the dissertation witting process? Four themes emerged from the findings. The four themes were faith based support, collaborative coaches versus autonomous coaches, traditional faculty support versus nontraditional support, and chair lack of encouragement versus encouragement. The major implication was support to maintain motivation in an online learning environment must include communications and socialization on an ongoing basis during the dissertation writing process. Doctor of management organizational doctoral program leaders may use this study to examine doctoral student support issues, chairs&rsquo; encouragement strategies, and the need for dissertation coaching. The conceptual framework for this qualitative narrative inquiry was Bandura&rsquo;s (1997) self-efficacy theory, Atkinson&rsquo;s (1957) expectancy value theory, and Vygotsky&rsquo;s (1978) social constructivist theory.</p><p>