Adults frequently define their lives as "hectic" and "overextended;" yet, many make the decision to return to school and add the role of student into their busy lives. This research study explored and explained the impact of connective technology on self-efficacy and self-regulated learning of female adult students balancing work-life. Students face many barriers when returning to school as busy adults with multiple roles and responsibilities. Implementing connective technology to manage work, family, school, and other commitments has become a valuable method for adult students to control their personal, academic, and professional lives. However, mobile devices and constant accessibility through technology impacts self-efficacy and self-regulated learning. In order to establish a rich description of the phenomenon, an instrumental, qualitative case study method was used in this study. Data was collected and triangulated from numerous sources including semi-structured interviews, focus group, observations, discussion board, and personal logs. Results indicated a reciprocal impact between self-efficacy, self-regulated learning, and connective technology. Findings from this study revealed in the triadic analysis that the resource of time is the common factor, which is both saved and depleted with the use of connective technology. Managing technology use and awareness of consequences is essential for adult students' self-regulated learning skills. Implications for adult educators include the understanding of the reliance on technology for adult students and the importance of providing engaging instructional methods during the valuable commodity of classroom time. [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.]