As nontraditional student numbers are rising, it is critical to the students’ and to colleges' success to determine what works for the nontraditional student. By using a mixed methods research design to study Tinto’s Integration Theory, the researcher collected and analyzed data to determine whether there are relationships between classrooms’ social integration, academic integration, and the nontraditional student’s intent to persist. This study includes both face-to-face and online nontraditional students. This study used a concurrent triangulation design collecting quantitative survey data and conducting qualitative focus group interviews simultaneously. This design allowed the researcher to analyze the data separately, then compare, contrast, and synthesis the findings. Multiple regression analysis was utilized to determine if there was a relationship between Tinto’s model variables and the nontraditional students’ intent to persist. Qualitative data was gathered concurrently through focus groups. Findings from this study indicate the variables Subsequent Institutional Commitment (SIC) and Initial Commitment to Goal (ICG) as statistically significant predictors (p < .05) of Intent to Persist. Initial Commitment to Goal correlates with previous research conducted (Barnett, 2014). Additionally, Perceived Faculty Understanding (PFU) is shown as a statistically significant predictor (p < .05) of Intent to Persist among online nontraditional students. Qualitative themes of Engagement and Connection support these findings indicating nontraditional students value academic support through faculty understanding. This study provides insight into the nontraditional student’s perspective and provides timely and relevant suggestions. Faculty understanding and commitment to the institution are critical factors that could influence a nontraditional student’s decision to persist and are areas for potential professional development among faculty and institutions.