In response to the extraordinarily diverse adult population in college today, a new structural equation model adapted from Cabrera et al. (1993) integrated model of student retention was identified with the addition of two variables: career decision-making self-efficacy (CDMSE) and financial difficulty. The study examined the persistence/attrition decisions and behavior of 937 nontraditional students 24 years of age or older studying in two-year and four-year degree programs at an urban private research doctoral institution. Twenty-two variables were included (11 endogenous variables and 11 exogeneous) within a nonrecursive structural equation model. The 11 exogenous variables controlled for the background characteristics of the population of adult students. Of the eleven endogenous variables in the model, six of these--academic integration, cumulative GPA, goal commitment, institutional commitment, intent to persist, and persistence on the career self-efficacy expectations of adult students--were reported as significant. Implications that arise in explaining the decisions and behavior of adult students are explored to tap a less indeterminate future and seamless learning environments for higher education and its stakeholders alike. Contains approximately 75 references. (MKA)