Based on a qualitative study of Latin American adults enrolled in a California English as a second language (ESL) program, this article examines the ways in which gender as a social construct mediates learners' decisions and opportunities to learn English. In narratives audiotaped during life-history interviews, participants shared their varying responses to the gender ideologies and practices of their communities, and their understanding of how these responses affected their language learning. This article analyzes the narratives of two adult immigrant ESL students to better understand learners' perspectives on the connection between gender identities and second language learning. It concludes by discussing the implications of this research for adult immigrant ESL programs.