The topic of this research study is the experience of older adult learners' inclusion in a cooperative learning traditional classroom environment. For this study, older adult learners were defined as learners aged 50 and over. The definition of inclusion for older adult learners was focused on their perceptions of being equally valued and respected, and their viewpoints being given equal consideration by their peers and instructors. Feelings of inclusion influence cooperative learning. The field of educational psychology has long studied various minority demographics concerning education, and older adult learners represent a minority in a traditional classroom where face-to-face interaction with other students and instructors is necessary and requires cooperative learning. In particular, older adult learners are a minority compared to traditional-aged learners, i.e., learners who are between the ages between 18 and 24. The present study determined how perceptions of inclusiveness specifically apply to older adult learners; however, apart from age, demographics were not a consideration in this study. The purpose of this study was to examine the perceptions of inclusiveness by older adult learners to further research into best practices for a learning environment that is more conducive and inclusive for them. This included techniques to create an environment that provides additional inclusiveness and encourages communication between older adult learners and their instructors and classmates. This research was based on the generic qualitative inquiry methodology, and open-ended, semi-structured interview questions were asked of the participants to collect data that was then analyzed using a thematic inductive analysis. The results of the data analysis revealed seven themes, as follows: the effects of older adult learners' well-being based on their perceptions of inclusion, their perceptions of respect, the influence that instructors have on their feelings of inclusion, the relationship between learning and feelings of inclusion, intergenerational communications, youngism (discrimination toward younger learners by older learners), and preferences of which age groups that older adult learners choose to work with when working in small groups. [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.]