The strategies employed by adult online graduate learners to balance multiple role stressors are the focus of this study. A basic qualitative research design was chosen because it allowed the research to explore the experiences of participants; its key characteristics include being rooted in social sciences, defining a process or phenomenon, exploring a person's viewpoint, and using various data-collecting methods. Data were collected from 14 participants through online video interviews, providing a platform for them to share their experiences as adult learners, and analyzed for experiential data yielding strategies that were useful with learners' continuation of their educational goals. Interviews with participants were used to gain insight into the experiences, challenges, and techniques utilized by students to balance academic, personal, and professional responsibilities. Results revealed that time management, self-care, seeking disability accommodations, and finding supportive friends or partners were some of the techniques used by participants to overcome their challenges. Additionally, participants shared personal experiences, such as coping with family members' health problems, managing emotions and anxiety, or balancing parenting with school and work. The results showed ways participants successfully managed their stressors and the importance of educators being aware of these challenges and providing support to students to overcome them. The findings of the study have significant implications for educators and adult online learners, highlighting the need for flexibility in course design and delivery to accommodate students' varying life circumstances and schedules. [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.]