Due to a decline in civic engagement as well as civic education initiatives, many adults are left without opportunities to be able to learn more about the skills and knowledge needed to participate within society. This dissertation documents civic education initiatives offered to adults in Central Texas. The research questions guiding the study were: (1) What is being done to foster civic education in central Texas? (2) How can civic education program facilitators help adults become and stay informed? and (3) How are program facilitators promoting civic engagement? Data sources included conversational interviews, observations, documents and artifacts, and a research journal. Drawing on the pillars of lifelong education and an ecological view of civic engagement, data collected followed case study analysis procedures. Study findings indicate that civic education for adults is currently being offered by two sectors: community-based organizations and higher education institutions. Study findings are presented by research question and through a discussion of the following emergent themes: access to resources, civic education jargon, storytelling, direct experience, sense of belonging, and learner interests. The major contribution of the study is the fact that most program facilitators use and recommend storytelling as a potent strategy to engage adults in civic education initiatives. This strategy aligns with the pillars of lifelong education and the ecological view of civic engagement, which guided data collection and analysis. Through storytelling people connect as human beings and learn from each other. Recommendations for practice as well as suggestions for future research are provided. [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.]