In the 21st century, classrooms within institutions of higher education are increasingly comprised of first-generation and non-traditional age adult students. These students are presented with additional demands that can impact their focus and dedication to academic responsibility. This article describes specific psychosocial techniques that aided in enhanced learning and positive student academic outcomes. The psychosocial techniques included principals of clinical psychology with an integration of pedagogical and andragogical research tactics and coined by the current author, the Cultural Empowerment Teaching Andragogy. These techniques are based on an accumulation of strategies used at a community college within the City University of New York (CUNY) system, a public institution with a diverse student body, and can be adapted to be used across institutions and/or disciplines of study. CUNY is a university that educates a high population of nontraditional students. Techniques used included cognitive empowerment, collaborative learning exercises, and testing of the student limits to guide mastery of material. This process also aided in empowering them on their overall academic journey. Specific student accomplishments included increased assignment grades by one grade, improved articulation of classroom material, increased confidence in independent oral responses, and increased self-esteem as a college student and developing career professional.