The increasing diversity of students seeking higher education has considerably changed the landscape of higher education. Although their enrollment in higher education increased, nontraditional students have displayed lower retention and completion rates than traditional students due to the unique barriers they face. This qualitative action research study aimed to lay a foundation for understanding the unique challenges related to the educational journey of nontraditional students, particularly those who transition from noncredit English as a second language (ESL) programs to credit programs. The study addressed the questions related to nontraditional students' barriers to retention and success, the availability and accessibility to support services and resources, and the efficacy of the counseling services. The study used the andragogy learning theory, the transition model, the characteristics of adults as learners model, and the persistence theory to investigate the barriers to nontraditional students' retention and success. Participants included nontraditional students who transitioned from a noncredit ESL program to credit programs; current nontraditional noncredit ESL students; faculty; staff; and administrators. Data were collected using an inventory of existing resources, three electronic open-ended survey questionnaires, and one interview questionnaire. For a thorough assessment of the data, general coding and thematic analysis were employed to understand the stories and experiences shared by the participants. Findings suggest that nontraditional students face barriers to education due to the juggling of their family roles, work roles, and their responsibilities as students. Findings also indicate that many nontraditional students are unaware of the college's support services and resources. The researcher collaborated with nontraditional students, faculty, staff, and administration to propose the design of a Support Program for Adults Returning to College (SPARC). SPARC is aimed to enhance the persistence and success of nontraditional students. [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.]