The purpose of this phenomenological study was to gain an understanding of the lived experiences of female adult learners pursuing graduate degrees online. As online graduate programs have become increasingly popular and more readily available in the last decade, more women than men are enrolling in online graduate programs in addition to traditional graduate programs. Hence, it became important to understand how adult female learners experienced pursuing an online graduate degree. Phenomenology was the primary theoretical framework used to describe the meaning of the lived experiences of eight participants. The literature review explored a historical overview of distance education and online learning, adult learning theories, in addition to role conflict, balance, and facilitation. The data collection and analysis included the use of participant interviews and the Giorgi (1997) phenomenological model to explore the participants' lived experiences. Eight identifiable themes emerged from the study data: (a) flexibility and convenience of online learning, (b) time management/commitment, (c) commitment to family, (d) support, (e) completion, (f) feeling overwhelmed/guilt, (g) emotional coping, and (h) self-discipline. Recommendations for female adult learners pursuing graduate degrees online included learners being committed and organized with an ability to manage time effectively in order to balance multiple roles successfully. [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/en-US/products/dissertations/individuals.shtml.]