The success of older adult students seeking higher education degrees depends, in part, upon fulfillment of critical support needs. This phenomenological study explored the experiences of nine contemporary Older Baby Boomer students (ages 50-62) who are pursuing bachelor's degrees at a Midwestern university. Qualitative data was gathered from individual interviews and reflection questionnaires. Nancy Schlossberg's transition model provided a theoretical framework for the findings, which suggest that most of these learners (a) are first generational college students with deficient information about formal higher education process, (b) are primarily motivated by career aspirations, and (c) experience complex support needs. (Contains 3 tables.)