The purpose of this qualitative descriptive study was to explore how non-traditional college graduates describe how their motivation, self-efficacy, and engagement influenced their academic success while attending a 4-year college within the United States. The theoretical foundations used to better understand how motivation, self-efficacy, and engagement influencing the academic success of non-traditional graduates during college included, achievement goal theory, Bandura's self-efficacy theory, and sociocultural theory of student engagement. Three research questions guided the semi-structured interviews and focus groups. The research questions focused on how non-traditional graduates described their experience of motivation, self-efficacy, and engagement for academic success while pursuing their undergraduate degree. The sample comprised of non-traditional graduates that completed an undergraduate degree. Braun and Clarke's steps of thematic analysis supported the data analysis. Seven themes emerged from the analysis of data. Important findings of this study support the better understanding and accommodations for the unique nature and needs non-traditional college students influencing their academic success. Recommendations for future research included how higher education institutions could change policies and procedures to improve instructional formats, scheduling accommodations, and provide resources that promote better mental and physical health for the academic success of non-traditional college students. [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.]