This article presents a review of 21 years (1990 to 2011) of multidisciplinary research on nontraditional college students that focuses on determinants of nontraditional student status and research methodology. The purpose is to address the methodological hindrances that have contributed to deficit-based views of nontraditional students in scholarly research. Specifically, the goals of the study are (a) to identify determinants used to classify nontraditional student status beyond older age, and (b) to provide a systematic analysis of methodological and theoretical approaches used to interpret findings on nontraditional students. Study findings are used to draw updated conclusions about conceptualizing nontraditional students and ways that scholars can promote a more accurate depiction of nontraditional students in the research.