Female adult learners are an expanding population in higher education, even at the postbaccalaureate level. This group of learners has a unique set of needs as they encounter a variety of challenges due to the opposing nature of their life roles. For female adult learners with children, complexities with seeking degree attainment are heightened and can be further amplified in the case of single mothers. As the purpose of this study was to examine how the ability to balance work and life responsibilities impacts learning satisfaction for single mothers, a phenomenological research design was employed to answer three core research questions. Furthermore, by grounding this study on the framework of adult learning theory, emerging themes were identified. Findings revealed (1) nine associated challenges with balancing work, school, and motherhood, (2) that the design of the degree program is significant to program selection and persistence, and (3) that the impact of work-life balance on learning satisfaction is mitigated through the utilization of various strategies. The theory of adult learning was also supported and advanced through the findings. This study provided useful insight for the field of higher education as it pertains to female adult learners and was significant in filling a current void in research that does not mutually address the impact of work-life balance on learning satisfaction. [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.]