Non-traditional learners, adult learners who are age 21 or older, have many obstacles to overcome in their quest for knowledge. This paper investigates affective forces that influence non-traditional learners in a traditional computer lab and in a satellite-delivered instructional setting. Study participants consisted of 58 graduate and undergraduate students in off-campus satellite delivered courses and 10 undergraduate students in a traditional computer lab classroom. Data was gathered using a questionnaire; the Goal Orientation Index (GOI) which describes conative capacity; the Myers-Briggs Type Indicator (MBTI) which identifies participants' psychological type; participant journals; and student interviews. The study found a significant difference in the students' judging/perception attitudes. The satellite-delivered course participants, who are separated from the teacher, had a preference for the judging attitude which supports the theory that those individuals who prefer judging learn best when clear goals are established, there is a schedule, and there is closure. The computer lab classroom participants, who had immediate access to the teacher for guidance and spontaneity, had a preference for the perception attitude which supports the theory that those individuals who prefer perception are more flexible and adapt to last-minute changes. All learners were able to stay focused on the course when the teachers utilized a variety of teaching methods and models. Non-traditional learners have a high conative capacity, but it is essential to reinforce the interaction between learner and teacher in any classroom situation. Figures show GOA and MBTI study data. (Author/SWC)