The purpose of this qualitative case study is to learn about, describe, and understand the experiences and perceptions of adult students who attend a community college that has ongoing student success initiatives. The research question addresses how adult learners uniquely perceive their student experiences at a community college immersed in a student success culture? This study utilizes a qualitative case study design. The study took place at a rural community college located in a southeastern state that has an ongoing student success culture and environment that is consistent with various national student success initiatives. Data collection consisted of 14 semi-structured interviews, ten adult learners, and four academic representatives from the research site. Document collection and analysis consisted of the review of various demographic information related to the research site along with documents related to national, state, and institutional-site initiatives, practices, and policies related to student success. The findings indicate that characteristics associated with an institutional student success environment reduce the visibility and mute the voice of adult learners. The institutional framing of student success culture and structures shapes uniform actions and policies, and there is less of a flexible approach to adult learner needs. The findings offer explanations of how adult learners experience community colleges' efforts to balance access and equity for diverse student populations with the implementation of initiatives that promote a thriving student success environment. The universal application of institutional student success practices and policies create many positive support structures for adult learners. At the same time, they create unintentional barriers that lead to tipping points that disrupt an adult learner's work-life balance. Implications for this study call for additional expanded study on the influence of a student success environment on adult learners, and the prospect of adapting and incorporating Adult Learner Friendly Institution (ALFI) principles into institutions with an ongoing student success ethos. Also, the study suggests that heightened institutional awareness and proactive responsiveness to adult learner positionality within the community college population, as well as awareness of the subtle differences between persistence and student success, are essential elements in crafting policies that serve adult learners. This dissertation utilizes an alternative dissertation format that is a modification of the three-article format. Chapters 4 and 5 are in the form of journal article manuscripts and Chapter 6 as an implication synopsis of the overall study findings. [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.]