Nontraditional students are flooding online programs; however, their attrition rates for program completion are higher than for traditional students. Previously, Ellis (2019) found the opposite is true for single courses; nontraditionals demonstrated greater persistence than traditional students in course activities, creating a conundrum. This study sought to identify additional differences between the groups' behaviors to determine what impacts persistence. Independent samples t-tests demonstrated no significant differences between the groups' quiz scores; significant differences did exist between the groups' essay scores. Based on classifications related to how students participated, chi-square tests showed nontraditionals participated correctly and participated incorrectly more than would be expected; they did not participate less than would be expected. Using another classification related to discussion posting type, nontraditionals completed both discussion posts and completed only one discussion post more than would be expected; they did not complete either discussion post less than would be expected. Findings demonstrate nontraditionals are more participatory than traditionals in a single course and are more engaged at deeper levels. Active learning activities (e.g., discussions) increase the performance of nontraditionals, potentially increasing engagement and persistence. Moving toward higher levels of learning and engagement and lower levels of attrition can potentially resolve the conundrum.