There are a number of contributing factors on how the relationship between a student's response to an end-of-course review of faculty impacts persistence of an adult, nontraditional, Bachelor of Science student returning to a selected institution the following semester. This study examined those factors to explore the antecedents of adult student trends and the role educational leaders' play in the process. The researcher used a quantitative nonexperimental correlational design. A cohort of 537 adult students were the target of the study. The population of the study consisted of adult, nontraditional, Bachelor of Science students enrolled in their first three semesters. The survey response data were provided by a private university with multiple campuses across the United States from approximately 97 classes with a 100% completion rate for the end-of-course survey. The researcher determined the percentage of students who enrolled and persisted to their next class. The researcher analyzed the end-of-course survey measuring the relationship between students' end-of-course review of faculty and persistence of an adult, nontraditional, Bachelor of Science student. Persistence was defined by all students who registered for classes the next session. There was no statistically significant relationship between a student's end-of-course review of faculty and persistence of an adult, nontraditional student returning to a selected institution the following semester. [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.]