A rapid increase of nontraditional learners enrolling in online education has resulted in the need for further research on the persistence of highly nontraditional students in online settings. As the enrollment of nontraditional students in online courses continues to grow, instructors face challenges with implementing effective course content and teaching practices that improve their persistence in an online setting. The purpose of this qualitative exploratory case study was to discover which elements of active learning will increase the persistence of highly nontraditional students female, 25 years and older, unmarried with at least one young dependent, employed full-time, and enrolled part-time in an online bachelor's degree program. The sample included six female students enrolled part-time in an online bachelor's degree program at a 4-year university in the Southwestern United States. Data collection included an online survey, online focus group, and online interviews. Semi-structured interviews were used to gather data results. An interview and focus protocol were a part of the data collection process. An interview guide was used to ensure driving questions and follow-up questions explored the in-depth responses of participants. NVivo data analysis software was used to identify major themes. Seven major themes emerged from the triangulated data: collaborate with peers, learn by discussion, learn by doing, create a community of learners, consider diverse learning styles, consider self-led motivation, and consider the online learner. The single subtheme that emerged was project-based learning. [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.]