This doctoral research study examined how nontraditional students from different generations experience returning to college to gain insight into their media and technology usage habits and determine how those differences might influence enrollment marketing practices. The study was designed and administered using relationship marketing as a theoretical framework. Semi-structured interviews were conducted with eight nontraditional students across three different generations. Using Interpretative Phenomenological Analysis (IPA), five major themes emerged during the data analysis: personal connections, key attributes of decision making, faculty engagement, simple and effective communication tools, and challenges for nontraditional students. There were no major differences in participants' experiences attributable to their generation across the major themes. There were several other notable findings. First, nontraditional students have uniquely different experiences regardless of similarities in demographics, educational background, or program of study. Second, faculty heavily shape the nontraditional student experience. Third, relevant, timely, and targeted communication helps keep nontraditional students engaged and connected to campus. Fourth, consistent, meaningful outreach and engagement increases nontraditional student satisfaction. Finally, even during a global pandemic, highly satisfied students become brand loyalists. Knowledge generated may be useful to a variety of marketing, recruitment, admissions, enrollment management and communications professionals throughout continuing and professional education. [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.]