Despite large increases in the numbers of nontraditional students entering or returning to higher education, very little research has addressed how faculty members view and work with this student demographic. In the current study, we examined the attitudes, perceptions, and behaviors of 171 university and community college teachers with respect to their nontraditional students. Results indicated that the participants held very positive attitudes and perceptions of their adult learners but reported treating these students similarly to the traditional students in their classes. Teachers who reported more positive attitudes toward adult learners also reported making more accommodations in their classes for these students. Finally, teachers reporting more classroom accommodations for adult learners reported more professional experiences related to and interest in learning about adult learners. Implications of these findings for future research and for faculty development are discussed.