Retention for online learners is declining so much that higher education institutions are graduating more learners than they are enrolling. The purpose of this mixed-methods study was to find ways to improve retention for first-term non-traditional learners in an online undergraduate program. Fourteen non-traditional learners participated in the study. Findings suggest that technology knowledge impacted programmatic difficulty for learners, and although learners were not receptive to a mandated orientation, orientation was effective. By incorporating technology and rigor into an orientation course, first-term non-traditional learners will be better prepared for their higher education journey. More research is needed.