Adults represent a vital and growing undergraduate demographic, bringing diverse experiences and expectations to the educational environment, yet their unique needs are often underserved. Adult learners face challenges beyond attending classes or completing homework (Bellare et al., 2023). This study examines the interplay between satisfaction, motivation, support, conflict, and persistence among adult undergraduates, utilizing Bronfenbrenner's (1979) Ecological Systems Theory (EST). Quantitative survey data (n = 166) and qualitative responses were collected to illuminate factors influencing their academic persistence. Understanding these factors is crucial, as they impact their likelihood of completing degree programs. The survey was designed to collect demographic data and included scales measuring persistence, motivation, satisfaction, microsystem support, and mesosystem conflict, as well as open-ended items about challenges and suggestions for institutional support. By examining how roles, experiences, and relationships within an adult learner's microsystems and mesosystems impact their academic journey, actionable insights were gained to guide institutional support structures. Findings from the study indicate that regardless of roles, adult undergraduates demonstrate similar persistence levels. This finding signifies that adult learners exhibit persistence across various life roles (e.g., employee, parent, caregiver). It also highlights their commitment to education, even amidst competing demands. Motivation, satisfaction, and support levels have a positive relationship with persistence, and perceived conflict has a negative relationship with persistence, shedding light on the complex dynamics influencing adult undergraduate persistence. Specifically, findings reveal the power of positive family support contributing significantly to adult undergraduate satisfaction and persistence. Higher education institutions can benefit from this research by intentionally designing programs and services that promote adult learner persistence and facilitate their goal achievement. Programs and services should include engaging and relevant learning environments, offering adult-centered advising and support services, implementing initiatives that demonstrate the value of higher education to families, providing flexible scheduling, financial aid, and childcare options, and training faculty/staff on adult learner needs and fostering a supportive community. Additionally, institutions should recognize that many adult learners pursue higher education because their career goals may involve transitions or upskilling. To prepare adults for the changing job market, institutions can create clear pathways for success by implementing competency-focused education, micro-credentials, and stackable programs that cater to their desire for flexibility and skills acquisition. [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.]