The New Zealand Technical Correspondence Institute studied the internal and external factors influencing adult students enrolled in a tertiary-level distance education management course to abandon their studies. A literature review afforded definitions of: (1) distance education; (2) educational technology; and (3) drop out. Although research has been conducted concerning dropouts, little research has been done on dropouts among adult distance learners studying at the tertiary level. An investigation was conducted using an exploratory multivariate analysis. Questionnaire data were collected from 724 respondents. Information collected included job commitments, reasons for enrollment and withdrawal from study, and study and work attitudes. Based on study findings, the following recommendations were made: (1) learners should be given clear expectations prior to study; (2) special assistance should be provided to dropout-prone students; (3) tutors and learners should increase contact; (4) tutors and learners should work together for the class duration; (5) curriculum review and student reinforcement should be constant; (6) student contact should be monitored; (8) participation in study should be flexible; (9) dropouts should be encouraged to reenroll; and (10) course content should reflect job requirements. (A list of 66 references, appendices containing management course information, the study questionnaire, 27 tables, and 3 figures are provided in the report.) (NLA)