The objective of this research study was to determine if attributes of displaced workers such as education, income, and work status and experience influenced their level of program completion at a technical college. The Great American Recession of 2007- 2009 produced 6.9 million displaced workers from long-term jobs (Greenstone & Looney, 2011), and provoked many displaced workers to enroll into post-secondary education institutions seeking to acquire new skills or refine their current skills, in order to expedite their return to the workforce. This study was designed to reveal the possible influence that displaced workers’ attributes may have had on their level of program completion. Findings from the study may assist technical colleges in their endeavors to develop and implement effective practices and strategies that would best serve the displaced worker population. Archival data gathered for the study was collected from Albany Technical College’s Admission and Financial Aid offices, and a survey instrument was created for this research purpose. Descriptive and inferential statistics were used to analyze the archival data and responses from the closed-ended survey questionnaire. The study’s population consisted of 421 displaced workers, who were students at Albany Technical College during the Fall 2009 through Summer 2014 academic terms. There were 163 participants selected from the archival group to participate in the survey phase of the study, in which 82 (50%) of the participants provided responses to the survey questionnaire. Frequency and percentage were reported for archival and survey data, and Independent t test and ANOVA analysis were used to examine the relationship between displaced workers’ attributes and their level of program completion. The findings of this study revealed that attributes such as prior income level, prior education level and work experience were unlikely to influence the displaced worker’s level of program completion. However, findings did suggest that those displaced workers who had an income level of less than $10,000 or within the $31,000 to $50,000 range and poor quantitative literacy level, had a relationship with program completion level. Additionally, findings suggested that those individuals with some college and those with a high school diploma upon entrance into college were more likely to complete a program of study at a higher level than those with a general education diploma (GED), or those individuals with the work status of full-time or full-time/part-time employment were more likely to complete a program of study at a higher level than those who were unemployed.