This narrative study focused on the perception of academic readiness of nontraditional African American students that delayed attending college after completing high school. This study discussed the influence of pre-existing socioeconomic factors on academic preparedness pre and post-enrollment into college. Higher education institutions have experienced a surge in adult students enrolling in college. Their academic preparedness for a college curriculum significantly affects retention and graduation rates. The conceptual framework for this study explains how and why socioeconomic factors are often barriers that impede academic preparedness of low-income African Americans. The population for this study was African American students, between the age of 25-60, lower-income, currently attending a university, that delayed college enrollment for 10 years or more, and that has struggled academically as first-time and/or continuing college student. The geographic location for this study is Chicago, IL. The data collection process consisted of serial interviews, and 20 interview questions asked of each participant. Multiple interviews allowed the participants to describe their lived experiences. Narrative thematic analysis was manually applied to identify themes. Four themes emerged. Income and racial inequality emerged as a theme for delayed college attendance, competing responsibilities emerged as the primary barrier to collegiate academic success. Additionally, the importance of education and perception of college readiness emerged as themes. The study discussed implications for practice and recommendations for future research. [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.]