This basic qualitative study investigated adult learners aged 35 and older and their experiences with situational, dispositional, and institutional barriers while enrolled in a Midwestern community college. Although numerous studies have examined adult learners in higher education, the purpose of this study was to investigate barriers adult learners faced with the three categories of barriers while enrolled in school. This basic qualitative study employed purposeful sampling and face-to-face interviews, as well as axial coding to confirm data analysis, resulting in new findings. The study concluded with information about the three categories of barriers and the top themes for each barrier. The four common themes discovered among situational barriers were time management, finances, transportation, and medical. The five common themes found among the dispositional barriers were fear, self-doubt, a sense of feeling overwhelmed, nervousness, and excitement. There were five common themes discovered among institutional barriers, which were technology, new student orientation, admissions, financial aid, and e-books/fees/other. The themes discovered led to recommendations to overcome the three categories of barriers for adult learners. New student orientations for adult learners would provide childcare and evening sessions, technology support, and a career map to show which direction one can go when applying for jobs. Flexibility or extended evening office hours were also recommendations for future successful adult learners. [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.]