Accelerated baccalaureate nursing programs (ABSN) have grown to meet the needs of the health care industry. These short-term programs attract unique groups of learners that have achieved baccalaureate degrees in other disciplines and are recruited to an intense, fast-paced program that differs from a traditional baccalaureate nursing program. The significance of the topic of retaining, assisting, and success of second-degree learners in an accelerated baccalaureate nursing program is critical to the nursing education specialty. Related factors influencing perseverance need to be better understood to improve academic success among ABSN students. The study addressed a gap in the literature pertaining to what strategies repeat students describe they used to overcome obstacles and complete ABSN courses. A basic qualitative methodology was chosen to address the gap in the literature. Participants included 11 ABSN students who had repeated a required nursing course and achieved success. Participants were male and female, with an average age of 35, from across the United States. Interviews were conducted to collect data, which was analyzed to recognize common codes and grouped into the following themes:(a) program expectations, (b) obstacles, (c) success strategies, and (f) participant guidance. Findings showed that ABSN students encountered academic and nonacademic obstacles during their educational journey. Participants shared stories of persistence that included techniques utilized to overcome obstacles and achieve success. These tools may serve as resources for other nursing students to achieve success and overcome barriers within their nursing programs. Participant stories may also help to inspire perseverance that can strengthen a student's ability to face similar challenges in their future, personally, academically, and professionally, as registered nurses and nurse leaders. Faculty and academic stakeholders are uniquely positioned to promote change within nursing programs. Changes may come in the form of curriculum adjustments, counseling services, and additional academic resources. Recommendations for further study suggested the inclusion of traditional baccalaureate nursing students with curriculum delivery method comparison between ABSN and BSN programs. [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.]