Demographic characteristics, interpersonal and academic problems, underlying motives and needs, and ultimate goals of nontraditional students at a four-year liberal arts college were evaluated based on survey responses. The students were enrolled in the spring semester 1981 at a suburban publicly-supported, commuter college, located in the southeast. The full-time students were white, 30 years old or older, and enrolled in daytime classes. Questionnaires were completed by 96 females and 17 males. The majority of the respondents were married, parents, and employed at least on a part-time basis. The greatest differences by sex occurred regarding the impact of returning to college on emotional well-being, self-confidence, and meeting new friends, with women indicating substantially greater improvement in these areas as compared to men. Men indicated greater improvement as compared to women in accomplishing household chores and having adequate child care. Academic issues of concern involved a reluctance to become involved in campus activities, motivation to continue, and relating to younger students. The majority of all respondents reported self-actualizing and career-related goals as the major motivation in returning to school at a nontraditional age. They also report their return to college as a most favorable experience. Changes in the "assumptive world" of the respondents are considered, and recommendations to aid in program planning at the institution are offered. A bibliography is appended. (SW)