This research study was a qualitative descriptive design to understand the college choice selection of nontraditional African-American students and experiences related to the adult transitional processes of college enrollment. The guiding framework was Iloh's enhanced Hossler-Gallagher model of the decision-making process used for college choice selection as it applied to nontraditional students and the 4S model of the Schlossberg transition theory. The problem was that as the nontraditional student population continued to increase within educational institutions, it was imperative to understand the rationale for college enrollment decisions and the transitional experiences of this student population. The researcher focused on the perspectives of African American nontraditional students attending a historically Black college or university. Participants included 27 African-American students who attended a private liberal arts HBCU in central Alabama. The 10 male and 17 female African American participants were interviewed using 11 interview questions to gain an understanding of their lived experiences. This research study added value to the body of knowledge of services and offerings of educational institutions serving this population at HBCUs and for all institutions with nontraditional students in general. The issues that influenced the college choice of nontraditional African-American students who enrolled in an HBCU were what worked best for their schedule and most easily allowed them to continue to meet their obligations to children, family, and work. Other factors, such as the college being reputable and one offering a degree plan in their major, were also required. The fact that the college was an HBCU was important to some; the opportunity to learn about African American history and culture was especially exciting, but this was not the determining factor for others. Some participants believed their transition could have been better with some key concerns addressed by the college, specifically for nontraditional students. Many concerns could be addressed with more communication and programs directly for nontraditional students. Overall, most student participants attending this HBCU felt that they were receiving a good education that allowed them to pursue their goal of providing a better life for themselves and their families. [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.]