Remote or online education has progressed learning opportunities for higher education and training. This study reviewed this gap by surveying experienced students considered non-traditional adult learners and examining their satisfaction regarding adult learning theory. Using surveys and interviews, this qualitative research study consulted a small group of non-traditional adult learners who were engaged to identify if satisfaction with their educational experiences was achieved through an online study concerning Andragogy and adult learning theories. Themes and theory alignments were identified from the study participants' responses to conclude that more attention is needed to design and apply adult learning theories for online courses. While learners feel that they require minimum guidance and valid explanations are being given for the lessons, their involvement in planning their education, equal contributions of effort from students and educators, and problem-centered work still need more attention from higher education facilities, instructors, and course designers. [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.]