Dating back to 1998, researchers established that adults learn differently than younger, recent high school graduates. Even with decades of research on the topic, approximately 39 million American adults have attended college but left school without obtaining a degree. The research questions addressed the purpose of this qualitative exploratory case study which was to explore the perceptions of college and university administrators regarding what is currently being done to address the number of adult learners that are dropping out of school and to understand what more can be done to address this challenge. During data collection, the researcher conducted semi-structured interviews with ten college and university administrators and reviewed the public websites of the schools to learn how they are approaching teaching adult learners and improving retention rates. Manual analysis of the data was conducted in Microsoft Excel and supplemented with data processing software in the NVivo system. The key findings from this study are that colleges and universities continue to struggle preparing adult learners for the time commitment required for college, providing resources for adult learners, not asking what these learners need to be successful, and understanding that some adult learners may not have the skills, abilities, or resources needed to succeed in college. As adult learner enrollments continue to increase, these findings are valuable for schools as they can utilize this data to adjust their approach teaching adults and potentially begin to reduce adult learner dropout rates. [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.]