According to Donavan (2014) National Center for Education Statistics shows 8.4 million enrolled in higher education in 2010 were nontraditional learners, and the projected enrollment will reach 10.3 million by 2021. Adult learners will constitute over 41% of post-secondary students in the next five years. Institutions have seen an increase in enrollment of nontraditional students; however, many of these students will leave after their first year without a degree (Miller, 2017). Most research concerning colleges rarely addresses low degree attainment rates (Chen, 2017). However, there is little information on six-year graduation rates for nontraditional students. Despite the rapid growth rate of adult learners, nontraditional students' retention and graduation rates in four-year institutions are alarming. According to Hittepole (n.d.), nontraditional students are less likely to complete their degrees within six years. In 2003-2004 only 20% of students aged 24-29 and 16% of students over 30 graduated within six years of starting their post-secondary education (Hittepole (n.d.)). Wyatt (2011) states that 36% of nontraditional students leave institutions after their first year, while 31% of them will complete a bachelor's degree in five years. For institutions to reverse this trend, they must identify and address nontraditional students' issues and needs. The purpose of this qualitative study identified the perspectives of nontraditional students that were pertinent to academic success and persistence at a public four-year institution. This study examined nontraditional students' issues, needs, and obstacles that cause them to withdraw. The researcher selected 15 nontraditional students who graduated from 2014-to 2019. These participants completed a 30-60 minutes virtual interview using Microsoft Teams. The researcher asked ten open-ended questions during the interview to spark a discussion to address the above research questions. The research showed how motivation, support, overcoming challenges and barriers, and positive relationships were significant in persistence and academic success for nontraditional students. The findings aligned with adult learning theory and the role theory principles. Understanding the results from this qualitative study could ensure adequate resources and services established to assist nontraditional students with academic success. [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.]