As post-traditional student presence is increasing on college campuses, traditional support systems must shift to meet the needs associated with this growing population (Soares, 2013; Soares et al., 2016). Research has shown that post-traditional students have needs that are unique of their traditional student counterparts (Kasworm, 2003; Rabourn et al., 2018; Wyatt, 2011). As such, traditional student services may not always fit the needs of post-traditional students. In response, some institutions have created academic programs specifically geared towards post-traditional adult students to close some of the gaps in services. Given this information, the following research questions guided this study: (1) What, if any, are the differences in the experiences of those who identify as post-traditional students enrolled in traditional undergrad programs versus those enrolled in programs designed to specifically serve post-traditional adult students?; and (2) What are the institutional responses that either help or hinder these students' sense of belonging within their respective programs?