The majority of students in the United States completing advanced technologies coursework, certifications, and AS/AAS degree programs within two-year colleges are adults with complex lives. They have to balance an array of challenges including health, children, and work. These school-work-life challenges can be informed by a body of knowledge related to adult decision-making patterns. Based on a national study of students in advanced technologies, we found females were significantly more likely to participate based on personal reasons. African American/Black students were significantly more likely to participate based on personal, life circumstances, and program fit. Hispanic/Latino students were more likely to participate based on personal, life circumstances, and program fit factors. Thus, enrolment and recruitment strategies at the 2-year institutional and program levels should prioritise adults/working professionals, females, and ethnic and racial minority students as a critical component of their support system, and faculty need to be knowledgeable about adult life patterns and transitions to accommodate working adult learners in their courses and programs.