There is an ongoing debate about the omission of specific learners in modern learning theories. Most learning theories are derived from theoretical works by the dominant culture. This paper argues that despite the criticisms and shortcomings of Knowles' andragogical theory, the instructor can alter the framework as needed to meet the varying needs of adult learners who have different socio-cultural backgrounds. The paper will define andragogy, discuss assumptions, provide a brief multi-faceted review of a triadic culture worldview, a brief literature review, and examine praises and criticism for andragogy. The paper concludes and recommends that further inquiries be administered to learners of various sociocultural backgrounds to decolonize andragogy. Andragogy is a permanent model for understanding specific aspects of adult learning. Andragogy is not the only way to teach adults from all backgrounds. It is a perspective, one piece of a rich mosaic with many pieces, all with unique qualities and benefits. The instructor needs to adjust it for the "other" learners excluded from the original framework. [For the full proceedings, see ED625421.]