Online learning is a social experience characterized by a sense of belonging and acceptance in a community of people who share common interests. This qualitative and narrative study investigated students’ perceptions of sense of belonging in Master of Social Work (MSW) online programs to identify factors that fostered their sense of belonging. Twelve participants currently enrolled in online accredited MSW programs in six educational regions (based on regional accreditors) were interviewed in semi-structured interviews. Results indicated that peer collaboration, group discussion, peer feedback, and social communication were peer factors; breakout group sessions, synchronous activities, and response from discussion posts were course factors; and being available and accessible to students, fostering class discussion, and prompt feedback were instructor factors that fostered students’ sense of belonging. These findings can widen and strengthen the understanding of a sense of belonging in online learning programs and inform instructors, program directors, and institutions on how to construct program designs that improve online students’ sense of belonging in the programs.