This research identified and described the strengths and limitations that are influencing non-traditional, senior learner degree completion in four-year higher education institutions. It filled a gap in the research base, predominately occupied by traditional-age learner adult education research, by offering a glimpse into a better understanding of what is impacting four-year degree completion, in terms of both challenges and successes for this population. The guiding research question was, "What are the factors that influence the pursuit of degree completion as recorded by non-traditional, senior learners in four-year higher education institutions?" Twelve interviews were conducted and then coded using NVivo software. For the purpose of this research, in order to obtain multiple perspectives on what the factors are that influence the pursuit of degree completion by non-traditional, senior learners in four-year higher education institutions, participants in the study were students 40 and above, male and/or female, and attending a four-year U.S. college or university pursuing a bachelor's degree in their junior or final year. The results of this study suggest that non-traditional, senior learners need better resources like advising, mentoring, and tutoring that prove to be most impactful in four-year degree attainment in higher education institutions for this population. Additionally, the data provided in this study exhibited that technology is not a challenge overall for these learners; nor are financial challenges an issue in attending a four-year college or university. [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.]