Many institutions across the United States are investing considerable financial resources and human resources in the implementation of personalized adaptive learning (PAL) solutions to improve institutional learning outcomes. Little is known about the shapes and forms of measuring PAL success and the tools that may be utilized to evaluate effectiveness. There is also little research focusing solely on administrative and faculty involvement in selecting a specific PAL solution in higher learning institutions. This case study used a qualitative descriptive methodology to interview different stakeholders--staff, faculty, and students--about their evaluation of the PAL tools' effectiveness from the perspective of defining success, evaluating the tools' characteristics, identifying the tools' strengths and challenges, assessing the roles of stakeholders in driving student success through the PAL tools, and analyzing the impact of the PAL tools on the student experience. The study compared the findings of the interviews with the findings of PAL tool documentation reviews and identified a gap between the potential of PAL tools as described in the documentation and the reality of their practical application as described by the interviewees. This study found that the PAL tools drove student success when success was defined in terms of external measures, such as improvement in grades. However, the PAL tools were limiting to student success when defined holistically using internal measures, such as applying concepts in the real world. This study found some variations between the expectations of different stakeholders regarding whether responsibility for driving student success lies with faculty or with the PAL tools and whether the value of the PAL tools depends on the mode of delivery and the subject of study. As such, the research offered several recommendations for improving the effectiveness of PAL tools in driving student success: expanding the use of PAL tools in algorithmic courses, partnering with employers to explore the added value of student success based on internal measures, creating an institutional shared vision, evaluating institutions' structure and stakeholders before implementing PAL tools, and leveraging seasoned faculty's experience in PAL training. [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.]