Adult learners' retention, persistence, and completion remain a significant challenge for many higher education institutions. The purpose of this action research study was to investigate the factors and improve persistence for part-time older adult learners of color enrolled in a credit-bearing certificate program within a small college in a large public university in the Northeast. Data collected in Cycle 1 and 2 consisted of interviews, surveys, participant observations, pre and post resilience scale, and enrollment data. Findings indicated that a supportive community; self-determination; challenges to surmount; and working adult learner identity hinder or contribute to the persistence of adult learner participants. Cycle 2 introduced "Peers Empowering U," a resilience-based intervention designed to foster adult learners' academic resilience and strengthen connection to peers. Adult learner participants attended four one-hour workshops that were focused on resilience, mindset, seeking support, wellness, and selfcare. Adult learners who participated in the Peers Empowering U showed improved resilience scores on the pre and post Brief Resilience Scale and persisted the following semester. Furthermore, adult learners reported experiencing a sense of community and self-reflection, as well as perceived improvement in their ability to re-focus as life and academic stressors emerged. [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.]