Of the many barriers that prevent adults from continuing their education, psychological barriers are least often addressed by educators. This is an important area of concern because psychological factors influence how prospective students respond to other barriers. This qualitative study was conducted to describe how adults negotiate education-related challenges as they make their way to an adult education program at a technical college. Drawing on Bandura and others, this study considers goal setting, motivation, and self-efficacy in relation to social context. The findings illustrate how psychological factors are influenced by friends and family members. Educators can utilize this principle to enhance recruitment strategies and student support. (Contains 1 table.)