This qualitative study is designed to illuminate the factors that drive motivation and academic confidence in adult learners and how these factors influence their desire to persist in Adult Basic Education programs. Specifically, it interrogates the classroom environment and identifies teacher behaviors and other elements that may influence students' motivation and academic confidence and the possible impact they may have on persistence in adult learners. The focus of this research is on how teachers, as described and perceived by adult ELLs, approach the development of the student-teacher relationship and establish a classroom environment that allows diverse students to build their motivation and develop their confidence. Persistence is a perennial and consistent challenge for program administrators and teachers in the field of adult education. Practitioners know and research shows that student academic outcomes are positively correlated to their attendance within a program of study. This study is an investigation of pertinent environmental factors within the school that affect the persistence of adult English Language Learners in an adult charter school in Washington, DC. It examines the impact of teacher-student relationships, teacher behaviors, and the classroom environment on student motivation and academic confidence. The theoretical framework draws from Self-Determination Theory, the principles of Andragogy, and theories of relational teaching to center the conversation on student motivation and academic confidence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]