This research study explored a gap in the knowledge related to nontraditional RN-to-BSN students and their retention and persistence. Nontraditional students face a higher risk of leaving their undergraduate program before completion, and the attrition rates for RN-to-BSN programs vary greatly. Research has shown a positive correlation between students who use academic advising and their retention, and working with academic advisors creates the needed link between the student and the institution. Although the literature has addressed the need to retain RN-to-BSN students, there is little research beyond the student's characteristics and perceptions on their retention or the effects of BSN-prepared nurses on healthcare outcomes. This study answered the following research question through a basic qualitative methodology: How has the retention and persistence of nontraditional RN-to-BSN students been shaped by their academic advising experiences? Twelve nontraditional RN-to-BSN program graduates discussed their experiences with academic advising through a semi-structured interview protocol. A thematic analysis of the interview narrative data yielded four major themes. The first theme was returning to school as a nontraditional student. Most study participants reported that they were hesitant about returning to school, but they considered the experience positive. The second theme, internal motivation, emerged when a majority of the study participants described their internal motivation to obtain their BSN; their future goals were the driving force to complete their program. Student use of academic advising was the third theme, which included the events leading to the advising sessions, the information students needed to stay on the program track, and the resources provided by the academic advisors. An important note found during the exploration of the use of academic advising was the variations in definitions being used in academic advising. Participants discussed their thoughts about program withdrawal and the ramifications of COVID-19 events on their program completion, leading to the final theme of persistence and retention. Most participants listed their advising experiences as positive but noted that their goal to earn their BSN was the biggest motivator for program completion. Several participants had in-depth conversations about their goals with their advisors, who used those conversations to motivate the students to continue their program. Therefore, the study showed that the students' internal motivation was the driving force behind their persistence. The findings from this study contribute to the body of knowledge surrounding academic advising and the retention and persistence of nontraditional RN-to-BSN students. [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.]