The purpose of this study was to examine the individual perspectives and experiences of adult college students and their life contexts, resources, and demands experienced as they engage in the college environment and explore how adult college students utilize developmental regulation strategies to overcome goal conflict and achieve success while balancing work, life, and education. The study explored adult college students through a lifespan developmental lens guided by the Selective Optimization with Compensation theoretical framework. Particular focus was on age-graded influences to provide a nuanced understanding of adult student development. The author presented results from a mixed method investigation of adult students at a Midwestern Metropolitan University. The explanatory design utilized a two-phase structure to understand the contextual and background characteristics of adult students though a first phase demographic survey followed by a second phase of three purposefully selected focus group discussions of adult students age 25-29, 30-39, and 40 and older to further examine the resource utilization and self-regulation behaviors of adult students enrolled in academic programs at the University of Nebraska at Omaha. The results enhanced the understanding of the selection, optimization, and compensation behaviors that adult students, within and across age groups, utilize to reach their goals. This informs development of interventions to assist adult students in goal striving and indicates promise for further investigation of adult student development and retention research and practice. [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.]