Barriers that exist to the academic persistence of single mothers in higher education is the topic of this study. The purpose of this case study was to examine the perceptions of time, finance and resources that single mothers face in college-level courses that can affect their persistence. The theoretical frameworks used were self-determination and intersectionality. A qualitative case study was the chosen methodology for the study. The participants for the study met the qualifications set forth during the recruitment process. The open-ended interview questions allowed participants to reveal their thoughts, ideas, and perceptions regarding time, finance and resources. Data analysis revealed themes that coincided with previous literature on the topic of single mothers enrolled in higher education. The researcher concluded that the needs of the single mother enrolled in college-level courses differ from those of other college students, and that effective interventions are necessary for the single mother enrolled in college-level courses. The needs of the single mother enrolled in college-level courses are the responsibility of the single mother along with the higher learning institutions Potential implications arose during the research process from the participant reported perceptions and experiences that were shared in relation to their educational experience. [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.]