This study examined adult learners' satisfaction, motivation, and engagement in online academic writing courses. Utilizing a mixed method, causal-comparative design, the study investigated the experiences of adult learners, who have distinctive characteristics from traditional learners. The findings revealed that adult learners are highly self-motivated and engaged. However, they encountered significant challenges that affected their overall satisfaction and motivation. Positive outcomes highlight the effectiveness of structured writing courses and dedicated instructors, but it is evident that relying solely on learners' independence is insufficient. The study emphasizes the need for a transformative approach that goes beyond a one-size-fits-all solution, addressing the specific needs of non-traditional learners to provide a more comprehensive and practical educational experience in online settings. [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.]