The author's experiences and those of the students he encounters at elite campuses no longer resemble the common experience of many college students today. What people used to call "nontraditional" students--older, working, married, and maybe still living at home--now constitute a large and growing percentage of those attending college in the United States. In fact, they are fast becoming the new traditional. Those in student services picked up on that trend long ago and began developing programs to help nontraditional students: (1) assistance with financial-aid forms; (2) special tutoring and counseling services; and (3) new centers for veterans and for divorced women who were suddenly thrust into the role of breadwinner. Those are all wonderful programs, and much needed. And yet other research shows that one of the most important factors in determining whether nontraditional students succeed is their experience in the classroom--or what Sherry Miller Brown calls "academic integration." Brown, director of the University of Pittsburgh's McCarl Center for Nontraditional Student Success, said that if nontraditional students perceive their educational outcomes "to represent a fair exchange for time, effort, and money invested, they will be more committed to staying at that particular institution." In other words, if nontraditional students are going to graduate, then much of the onus falls on classroom instructors. And since classroom instructors seem to be finding more and more of those students on their rosters every year, perhaps they ought to start taking them into account as they design their courses, plan their lessons, and approach their teaching. In this article, the author makes these suggestions: (1) Recognize special needs; (2) Design courses accordingly; (3) Demonstrate relevance; and (4) Roll out the welcome mat.