When strategic enrollment management plans center around traditional high school graduating classes, non-profit public higher education institutions do not recruit, admit, and enroll adult learners with the same energy and resources as they do traditional high school students. This single case study of qualitative design examined how enrollment management (EM) leaders' views and perceptions about adult learners influence the student-profile prioritization and the development of strategic enrollment management goals and how this process is intersected and or influenced by the undergraduate college experience and leadership styles of EM leaders. A set of recommendations are provided to institutional leaders that center adult learner students and encourage the enhancement of enrollment management practices at four-year universities.