The purpose of this qualitative narrative inquiry was to capture how graduates of adult high school diploma and equivalency programs in California told their story of persisting in the completion of a high school diploma or equivalency certificate. The four types of motivation regulation involved in organismic integration theory were used as the theoretical framework for this study. The problem space was based on conflicting results in the literature regarding the regulation types contributing to motivation. One research question was created to guide data collection regarding how graduates of adult high school diploma and equivalency programs in California told their story of persisting in the completion of a high school diploma or equivalency certificate. Data collection consisted of semi-structured interviews with a purposive sample of nine graduates of adult diploma and equivalency programs in California. Data analysis was conducted through manual transcription of interviews, iterative transcript readings, use of a literary quest plot, identification of narrative kernels and threads, serial interviews, and emplotment of interview transcripts. Results were presented in two formats: individual narratives and one collective narrative. The results indicated that although participants desired to earn a high school diploma or equivalency certificate due to significant controlled motivators, engaging in identified and external motivation regulation contributed to their persistence to graduate. Additionally, results from this study revealed that challenges involving role conflict and difficulty with subjects such as math were offset by self-motivation, institutional support, and support from family and friends. [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.]