Research indicates that older adult learners are faced with a multitude of obstacles and challenges during their experiences as students in higher education. A primary obstacle faced by non-traditional students is adjusting to the use of technology, compared to younger individuals, which is a trend that was exacerbated during the pandemic. Although adult learners are the fastest-growing student population in higher education, there is a lack of information on the experiences of older adult learners in higher education transitioning to online learning during the pandemic. This study explored many facets surrounding this phenomenon. Guided by Malcolm Knowles's andragogical theory, the research question was: What are the experiences of older adult learners in higher education transitioning to online learning during the pandemic? The primary data collection method used for this basic qualitative research study included interviews with nine older adult learners ranging between 31 and 68 years of age, pursuing a college degree during the pandemic. Nonetheless, seven participants were required for recruitment; However, nine participants were selected for the study to ensure optimal saturation for research purposes. Three themes that emerged from the thematic analysis were psychological, technological, and academic. This research may lead to positive social change by enabling institutions of higher education to facilitate appropriate adjustments to effectively serve this population of students. Such understanding could further enable them to provide better accommodations and services for nontraditional learners, increase their rate of academic success; and produce a surge in the graduation rate of older 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.]