For-profit institutions grew exponentially in population and demand in higher education in the 21st Century, yet have met tough times recently. With expedited, job-specific programs; flexible classes; no extracurricular activities; and the options of students earning certificates, diplomas or even associate's degrees; these schools are attractive to nontraditional learners. Nontraditional students are typically over the age of 24, predominantly female working single mothers, enrolled in school part-time, have a GED rather than high school diploma and many are the first in their families to attend any kind of postsecondary education. This nontraditional population accounts for 70 percent of students enrolled in for-profit postsecondary institutions; however, only approximately 30 percent of those students end up graduating from those programs. Using a mixed-methods case study approach to examine one campus of a for-profit institution with 42 locations across the United States, this study sought to ultimately find out what nontraditional students attending for-profit colleges felt they needed in order to persist, graduate and succeed. When all of these findings are viewed collectively, it illustrates that for-profit institutions can be doing more in order to make their students feel more valued and cared for by implementing programs and procedures to help their students succeed. These research findings indicate that for a nontraditional student to succeed at a for-profit institution, they need to be encased by support from all school personnel. With varying home situations, these students need to feel that if they are supported nowhere else, that their school is a safe place for them to be emotionally and receive the guidance, sensitivity and understand that they need. Academically, nontraditional students need targeted, differentiated instruction with practical and hands-on examples, and supplemental tools to assist them in their comprehension of the material. In addition to these elements in the classroom, nontraditional students need flexibility in their schedules to retain information and have more access to instructors during the week to ask them questions. Not only do they need flexibility within their schedules, but they also need to receive their schedules weeks in advance to their next set of classes in order to arrange their work and childcare schedules. Finally and most importantly, nontraditional students need and rely on structure and consistency within their programs, schedules, classes and externships or clinical rotations. This enhances their time management abilities and eradicates any feelings of chaos. [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.]