The purpose of this qualitative case study was to explore how educators' use of andragogy influences student empowerment and retention in a GED program. The value of this study lies in learning whether andragogy could help to equip former dropout students with the skills needed to be self-learners, to use experiences to complete secondary education. The theoretical framework for this study was based on andragogy. Four RQ's that framed the study asked about how educators use andragogical strategies to empower, and to retain, and use andragogical strategies for the 2014 GED test and for understanding of GED students' life experiences contribute to the andragogical learning process. The study utilized a convenience sample. Data collection included semi-structured interviews with adult education teachers, GED students, and classroom observations. The researcher used thematic analysis for coding and categorizing data into themes. Five themes emerged: (a) delivery of content; (b) goal-oriented learners; (c) engaging learners; (d) self-directed learners; and (e) teacher-student relationships. Results from the study revealed that educators' use of andragogical strategies influenced student empowerment and retention in a GED program. It is recommended that additional research be conducted by extending the same study to other school districts' GED programs. By maintaining a qualitative approach, the perceptions of adult educators respective of how educators' use of andragogy influences student empowerment and retention in a GED program. [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.]