This study addressed the need to enhance returning adult students' (RAS) educational experience by improving their relationship with traditional students. The purpose of this study was to examine, based upon Schlossberg's transition theory, the interpersonal relationship between RAS and traditional students at a community college that was experiencing an influx of adult learners. A case study design was employed within a purposive sample of 25 RAS and 2 adult learner services administrators. The central research questions focused on the interactions between RAS and traditional students and the improvements to their relationship. Data were collected from face-to-face face interviews, and programs and procedures at the college were reviewed. Data coding employed typological analysis, followed by inductive analysis of the data. Results identified 4 emerging themes: generational differences, parental roles, willingness to learn from each other, and classroom problems. The themes provided a curriculum framework for a professional development seminar for the educators at the college to incorporate collaborative learning between the RAS and the traditional students. The findings could affect social change by improving the interpersonal interactions of RAS and traditional students and enhancing their educational experiences at the community college. [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.]