As the number of traditional-aged students steadily declines in the United States, colleges and universities must seek to attract and enroll the large number of adults who have some college but no degree. This research sought to understand how one southern mid-sized institution recruited and enrolled a consistent number of adult learners over multiple years. Through a distributed leadership framework, this study considered which leaders were involved in implementing various aspects of the institution's recruitment and enrollment strategies to identify employed tactics and methods. Data for this case study was collected through semi-structured interviews with seven campus leaders. Four emerging themes surfaced as a result of the case study analysis. First, to improve Adult Learner recruitment and enrollment, institutions should define the adult learner population they wish to see enroll and then place value on that population. Institutions must also seek to focus on the logistical and programmatic needs of this unique subset of students to assist them with various services, incentives, programs, and practices while also concentrating on enrollment. Additionally, campus leaders need to collaborate as they take on the responsibilities of recruiting and enrolling adult learners. In the end, the study findings indicate that having a definition, profile, and placing value on the adult learners being sought helps institutions develop plans and processes that attract those students. Similarly, consistently monitoring institutional enrollment trends will assist institutions with implementing activities and strategies that support the academic success of all student sectors - including the adult learner. [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.]