Adult students comprise a significant percentage of community college enrollments. However, these students have consistently completed college programs at lower rates than traditional-aged students. Community college structures, including student advisement, often align primarily with the needs of traditional-aged students. This has resulted in a deficit of support for the unique needs of adult students. In response to this, three community colleges adopted Mobility Mentoring®, an adult coaching model developed for community-based organizations. The purpose of this developmental program evaluation was to determine the applicability of Mobility Mentoring® as an effective advisement model to support adult student success in the community college setting. Data were collected from interviews with six community college practitioners at three different community colleges. All participants were trained in Mobility Mentoring®. Participants were in the early stage of adopting Mobility Mentoring® as part of student advising at their community college. The findings confirmed that Mobility Mentoring® aligned with the needs of adult community college students and added value to adult advising in the community college sector. Findings also indicated that fully adopting Mobility Mentoring® required significant resources beyond the existing structures of the community colleges participating in the study. The findings led to recommendations including advisor training, developing goal-setting tools for adult students, and enhancing partnerships with community-based organizations. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]