Adult female learners are constantly juggling roles amidst a chilly climate plagued by gendered stereotypes and their implications. Bronfenbrenner's interactive development model, encompassing the four components of process, person, context, and time, provides a baseline to understand how interactions between family, school, and work impact adult female learners. Beyond this, the model and recent adaptations fall short. Neither Bronfenbrenner's original ecological human development model nor Renn and Arnold's (2003) reconceptualization of it applied to college students adequately depicts the experience of adult female learners. This paper used poststructural feminist perspectives alongside personal lived experience to offer a new adaptation of the ecological development model. [For the full proceedings, see ED648717.]