Students enrolling in new career education fields seems to be the trend when it comes to unhappiness in thier current career choice. The problem is in the expectations of achieving the new goal they set. The capabilities may be present, but the awareness of what it takes to achieve that goal may not. Many students, whether they be right out of high school or returning adults, do not carry out the added responsibilities or professionalism it takes to follow through the course they chose. Granted, there are the few that do realize the importance of continuing education and treat it as such. They take the additional time needed to achieve thier chosen goal, work toward the GPA they would like to receive, change thier given lifestyle to accomodate the added burden of education, as well as working around a current job. Those students that do choose to continue in thier chosen field and work hard to achieve thier new goals believe they will accomplish those goals. Sometimes it is very difficult to change "bad habits," but many students need to expect they will have added ups and downs during the duration of thier education. Many students, usually the younger ones, carry the "I don't care" attitude and give up easily, do not come to classes, and ultimately fail or eventually drop out thinking it was not the right plan for them. Then there are those that try indefinately and accomplish the goals set for themselves, receive a good GPA, and ultimately graduate knowing they are closer to that new life-changing, beneficial career. Students do not enroll expecting to fail, but that also happens. They enter with a dream of making a better lifestyle for themselves, this is where faculty learns that sometimes non-academic issues get in the way of learning. We, as faculty, cannot fix every problem from every student. We need to focus enough to help the student retain and learn as much as possible to help achieve the ultimate goal set by that student. Having a certain lifestyle is a choice each individual makes, but choosing to add more education in thier life makes that lifestyle seem even more difficult. The students currently in the workforce, usually returning adults, seem to take thier new education choice a bit more serious and try to get the most out of it that they can. They tend to take more responsibility for thier actions and thier education. In comparison, the younger student tends to try to skate by as if still in high school, just trying to achieve a passing grade. Ultimately, the student coming from high school will seemingly be more passive in the area of responsibilities and eventually be the more likely one to fail. More so, not having a high level of effort towards the final goal will likely lead to a withdraw. The lifestyle of the younger student is not as "lived" as those of returning adults and is not treated as such. The importance of education is seemingly unknown to these students and will be reflected within the classroom. Many experiences can be discussed; We wonder, then, is it really possible to change the younger generation and have them look at education as being the cornerstone of thier life, or even a positive possibility of a new road to follow?