The number of non-traditional students entering college is growing, and those without experience using educational technology may experience additional challenges. The use of technology on college campuses is pervasive starting with the admissions application and continuing to registration, classroom participation, and persisting through applying for graduation. Non-traditional students experience many barriers to academic success such as a break in education, full-time work, caregiving, and access to support services. For those students with less experience using academic technology than their more traditional counterparts, challenges compound and may cause students to drop out before reaching their academic goals. This study utilized a basic qualitative research methodology to explore non-traditional students' experiences. Participants discussed the use of educational technology in the face-to-face classroom, where they obtained support when they experienced challenges, and what they gained in the process. Analysis was guided by the principles of andragogy (adult learning theory) to fully understand and make sense of the data. Non-traditional students are commonly defined as those who exhibit any number of the following criteria: delayed enrollment past the same year as high school graduation; attended part-time; worked full-time; over 25 years of age; financially independent; married, divorced, or widowed; parenting; veterans; or earned a General Education Development (GED) certificate. To participate in this study, participants also met these narrower criteria: over 30 years of age, parenting, no previous college education, making their first attempt at a bachelor's degree, and having started college within the past five years. Eight participants were female, three were male, and the average age was 40. Five participants enrolled before the COVID-19 shutdown in the spring of 2020, and five enrolled after. The data revealed that the use of educational technology was more accepted by non-traditional students after the shutdown and that those who enrolled later were better prepared to meet challenges with technology. While the findings of the study showed positive changes for non-traditional students, gaps in learning and barriers to success still existed. [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.]