Nontraditional adult learners are often treated as separate and distinct in their needs and desires from more traditionally-aged college students. As retention continues to be a critical issue for colleges and universities, academic units and departments turn their focus to student success. This review article examines strategies that institutions have taken to increase students' self-efficacy and engagement, and compares their usefulness for both nontraditional and traditional learners. These strategies are viewed through the lens of the academic library with suggestions for how distance librarians can support the institution in its retention efforts and the students themselves in their own success.