This study explored the factors that influence adult learners attending an institute of higher distance education, on their drop-out or academic persistence in the first semester. To do this, university administrative data, such as admission applications, academic activities(e.g., the numbers of assignments submitted, attendance to class etc), and academic results(e.g., GPA, scholarships), was analysed. First, the collected data of 43,669 students were analysed to confirm trends with frequency analysis followed by the difference analysis of each factor depending on whether to register for the second semester through the frequency analysis and descriptive statistics, and finally the logistic regressions analysis was conducted to determine the factors affecting the registration status of the second semester. As results, individual characteristics (e.g., gender, grade, major etc.), learning activities (e.g., the number of assignments submitted etc.) and learning results (e.g., GPA, scholarships) of adult learners were derived ad decisive factors in the academic persistence of adult learners. Based on these results, the implications were discussed.