Recently there has been an increase in the enrollment of older students in post-secondary institutions. Among these students is a group of delayed entrants who have not gone directly from high school to the university. Motivation seems to be an important factor in the decision to return to school and to subsequent success. Personal interviews conducted in 1975 with 34 men and 35 women who had delayed entering college provided measures of motivation for academic success. Information taken from these students' transcripts in 1979 was used to determine their progress. Only 42% were termed successful (had graduated or were still enrolled in school). Success was related to greater career orientation to college, ability to predict dropping out, and having translated long-range goals into a viable major. All of the successful men had graduated while many of the successful women were still enrolled. Although women do better academically than men, they are not graduating within the four-year time span they set for themselves. Delayed entrants cited "not fitting in" as their biggest problem area, followed by rusty study habits, financial problems, and family responsibilities. A number of special counseling services could benefit older students. (Author/NRB)