This paper aims to analyze the university experience of non-traditional students, examining the motivational factors that drive their academic trajectory, the barriers they face during their educational process and their perceptions regarding the institutional support available. Based on a systematic review of previous studies, the aim is to identify recurring patterns and trends in the trajectories of these students, in order to better understand their particular challenges and needs. The analysis focuses on highlighting the reasons that motivate this group to enter and continue in higher education, as well as exploring the obstacles that may limit their academic performance and permanence in the university system. Among these obstacles, economic, work, family and emotional aspects that affect their educational experience are considered. In addition, the perceptions of these students are examined in relation to the usefulness and accessibility of the resources and support provided by educational institutions to facilitate their adaptation and academic progress. The research findings provide valuable information to understand the particular circumstances of non-traditional students, facilitating the identification of more effective institutional interventions and policies. In this way, the aim is to contribute to the design of strategies that promote academic success, retention and integration of this group in the university context, taking into account their individual conditions and particular needs. In this sense, the study has practical implications for universities, since the results offer a guide for the development of support programs that consider the diversity of experiences of these students. By understanding their motivations, difficulties and perceptions, it is possible to implement more inclusive actions adapted to their reality.