Nontraditional-learner retention is a significant issue for colleges. Current research finds that 38.9% of nontraditional learners do not meet their educational goals. Further, there is a 20% increase in online dropout rates compared to the traditional classroom. The purpose of this study was to examine the factors that influence nontraditional learners' retention among 3 educational-delivery methods (face-to-face, online, and hybrid) offered in a Midwestern 4-year college. Research questions addressed nontraditional students' perspectives regarding factors associated with the attainment of their academic goals. Survey data using Kember's Distance Education Student Progress Inventory and Pascarella and Terenzini's Institutional Integration Scale were gathered from 258 nontraditional students enrolled at a 4-year Midwestern college in face-to-face, online, and hybrid classes. MANOVA and multiple regressions were used to test the study hypotheses. Building on Tinto's research, the findings support research that institutional and students' personal factors are critical elements in student retention. The findings from this study support factors that need to be considered to improve retention of nontraditional students in the 3 identified educational-delivery methods. Those factors include students' intrinsic motivation for academic success, quality faculty engagement in class discussions, and an increase in administrators' involvement with students. The findings from this study support suggested shared responsibility for nontraditional students' improved retention and academic success. Increasing institution and faculty engagement with nontraditional students will accomplish this goal. [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.]