According to the instructors and administrators at a local adult education (AE) program in Houston, Texas, retaining and graduating general education development (GED) students has been a constant challenge. Locating GED attendance barriers could enable AE programs to develop techniques that increase student retention and graduation rates. The conceptual framework for the current study was derived from the functional theory of adult learning and methods relative to retaining and graduating GED students. A phenomenological study was designed and conducted to investigate why GED students were exiting GED classes without earning diplomas. Data were gathered by using open-ended questions and interviewing 7 GED students at a local library. The data analysis was completed by coding the data into categories and identifying themes. Member checking and peer debriefing were utilized to bolster the trustworthiness of the interpretations. Findings indicated that retention had been poor for the participants. A few of the reasons included needing a babysitter, transportation issues, and being too sick to attend class. The study also revealed all of the participants were currently enrolled in an online GED preparatory course to help avoid the barriers associated with attending face-to-face classes. As a result, a professional development training program was developed to provide online facilitation methods to adult basic education (ABE) and GED instructors. The training will promote positive and long-lasting social change by providing online course facilitation techniques to ABE and GED instructors, which could ultimately allow more adult learners to prepare for the GED exam by having access to a preparatory course from all over the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]