The purpose of this case study research project was to gather information, via interviews, on the use of, and motivation for, writing support services among students enrolled in a first-year writing course at a four-year, private, not-for-profit, faith-based, suburban large university. This particular case study research project was unique because of the lens through which the principal researcher explored motivational factors as to why first-year writing students decide to use writing support services, which ones they chose, and which ones they did not choose, even if required. This case study research project combined two theoretical frameworks from adult learning and motivation: transformative learning and socioemotional selectivity theory. This study accurately identified motivational factors and appropriate support services for writing, and this can help institutions of higher education evaluate what types of writing support services should be offered, as well as the effectiveness of these efforts. This study showed that there is a relationship between the motivational factors of transformational learning and the use of writing support services especially if there was a disorienting dilemma and reflective discourse to process this dilemma within the student's first writing course in college. The results suggest three main findings: that it is important for students to have access to multiple types of writing support services; that a course provides sufficient challenge for students so that they will experience transformative learning; and, that older learners preferred relationship forming types of writing support services. [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.]