A statistical analysis of an adult high school was conducted to determine factors for achievement and enhancement of quality of life of adult learners. Participants were 206 adult students studying English as a Second Language or enrolled in upgrading and business courses at a metropolitan Toronto (Ontario, Canada) secondary school. Variables assessed were as follows: gender, area of learning, quadmesters (10-week periods) present, courses completed, employment achieved, co-op placement, work experience, support auspices, responsibilities outside school, age, and plans for continuing education. Findings indicated that the following factors contributed to success in achieving employment and enhancement in quality of life: length of attendance, courses completed, cooperative education placement, financial support, and previous work experience. Students who were present for three quadmesters were more likely to achieve employment than those who remained in school longer. Those who came from areas of skilled employment, unskilled employment, and employment outside Canada achieved employment in that order. Students who attended school on a training allowance had the highest likelihood of achieving employment and those working part time or full time outside school achieved employment at a higher rate than those on General Welfare or receiving Family Benefits. In the staff survey on quality of life components that enhanced the lives of students, self-esteem and cultural adjustment were perceived to be most important. (Appendixes include a research flow chart, the survey instrument, and 6 graphs. Contains 39 references.) (YLB)