A qualitative case study explored the adult learner experience of pursuing an applied management degree in an accelerated degree completion program at a liberal arts institution. These three areas of research informed this study: intensity and time involvement of course learning; collegiate-based, time-compressed, intensive course formats; and accelerated degree programs. Purposeful sampling was used to select 20 participants; data were collected onsite through taped interviews. Findings indicated that students in this accelerated adult degree program characterized their learning through these four key elements that influenced their experience: a supportive world of structure and components of the program; the quasi-family relationships with fellow students; the beliefs of a specific student identity for effective learning and successful completion; and paradoxical students' beliefs about their engagement in successful learning. The students identified these elements of the program that were proactive in keeping them in the program and pushing toward degree completion: handling the pressure of accelerated learning in an accelerated life; viewing themselves in relation to their social world; and understanding their sense of learning. (Contains 19 references.) (YLB)