Over a period of four years, the instructor of History and Theory of Adult Education monitored and recorded graduate students' reactions to the experiences of learning through writing assignments that incorporate diverse methods associated with stringent pedagogical and andragogical methods. After experiencing the two divergent teaching styles and completing the writing assignments paired with each, adult learners discussed and determined the efficacy of the two different approaches, and their reactions to the divergent styles. [For the complete proceedings, see ED576985.]