Research suggests that participation in long term adult education programs strengthens both ties among participants and the social capital of the broader community. This study investigates the presence and indicators of social capital relating to participation in the Florence Melton School of Adult Jewish Learning hosted by the Kansas City Jewish community. Specifically, what are the significant indicators of strengthened social capital in this Jewish community related to adult Jewish learning? The study does not aim to measure the extent of the impact of the program, but rather seeks to discover the ways, if any, that the interviewees self-report and connect their participation in communal adult Jewish learning with personal and communal changes that could in turn be considered indicators of expanded social capital in the Kansas City Jewish community. The methodology employed by this study is a qualitative approach. Thirty Jewish adults, most of them Florence Melton School participants, past and/or present, were interviewed. Interview data were coded and analyzed using direct content analysis. Other data sources included communal strategic planning documents and allocation request forms, as well as promotional information and program feedback from participants. The central findings of the study suggest that pluralistic adult Jewish Learning experiences of the kind offered in the Kansas City Jewish community strengthen its social capital and are reflected in six key indicators: norms, trust, networks, sub-community, social agency and tolerance of diversity. The findings on each indicator are interpreted with respect to the data analysis. Implications for practice and future research are discussed with respect to adult Jewish education, and the potential for further research assessing social capital. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]