The purpose of this study was to identify the perceptions of institutional policies and practices, based on the perspectives of minority adult learners, which contribute to and militate against underrepresented adult learners' persistence in college until baccalaureate degree completion, describe why these policies and practices influence retention, and explain how institutional policies and practices that militate against minority learner persistence can be modified to advance their persistence in college. For the purpose of this research, adult learners were defined as students who were 25 years of age or older when they first entered or re-entered college to complete a bachelor's degree. This study addressed the following three research questions: (1) What institutional policies and practices contribute to and militate against African American and Hispanic adult learners' persistence in college? (2) In what ways do the institutional policies and practices, identified in question one, influence African American and Hispanic adult learners' retention? (3) How could higher education institutions modify policies and practices that militate against minority adult learners' persistence in order to improve their retention? The data collected from the research demonstrate that the following policies and practices may contribute to minority adult learners' persistence and success in college: Education Community Network; Student Support Services and Access to Courses; Care is a Virtue; Family Inclusive Environment; Course Delivery: local, face-to-face, accelerated, with an online option; Second Shift Support Services; Alignment of Institution and Career with Student Needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]