This article describes two models for enhancing the social integration of nontraditional students in academic programs. The first explains ways to develop onsite communities for both graduate and undergraduate degree-seeking students at New York University. The second model is used with undergraduate students at Washington State University seeking their degrees through Distance Degree Programs (DDP), an online distance education program. The two models challenge the myth that adult students do not want to get involved in their institution, network with their peers, take on leadership positions, and build a supportive community within the school. These models demonstrate that adult students become active participants in university life when given the opportunity, despite the differences in size and type (public vs. private) of institutions involved.