This study aims at determining relations between the factors that disturb adult leaners’ academic progress and the elements of self-regulation that encourage them to overcome the distractions by exploring some adult students’ learning experiences in academic credit bank system with phenomenological methods. This is to suggest effective self-regulating methods and the results of the research are presented below. First, the participants study with purpose-oriented motive, and the motivators are affected by the influence between recognition strategy and resource strategy. Second, even though the participants are affected by various disturbing factors from their social lives, they are encouraged to overcome the difficulties through their ‘sense of accomplishment and self-contentment’ by achieving their goals, ‘encouragement and support’ from family members or acquaintances, and ‘changes of self-confidence’ derived from academic accomplishment. Third, since the time is limited, the participants have a narrow of choice and tend to show passive attitude in their study planning. Forth, participants actively eliminated the disturbing elements to ‘concentrate’ on their studies by avoiding gathering with friends or colleagues and by adjusting their working schedule. These phenomenon can be seen as limitations in their studies occurred by combining social and economic activities with studies, and the changes of their self-confident and manifestation of self-realization were shown in the process of overcoming the limitations. Therefore, it can be said that the participants’ self-regulating ability positively influences the volition of continuous studies and the accomplishment.