As higher education evolves and becomes more inclusive of a wide range of learners, an increasing number of non-traditionally aged students have enrolled in undergraduate programs. This student demographic aged 25 and above faces unique challenges that can impact their educational experience. Adult learners often struggle with balancing work and family responsibilities and endure significant financial restrictions (Dill & Henley, 2010). Despite these stressors, nontraditional students exhibit higher levels of intrinsic motivation than their traditional classmates (Bye et.al, 2007; Johnson et.al, 2016). It is vital to understand the nontraditional experience to inform better teaching practices that can accommodate this student demographic’s needs. The purpose of this study is to assess the specific factors that influence non-traditional students’ return to education, their level of engagement and motivation in their studies, and how their unique life responsibilities impact
