Using the medical drama Grey's Anatomy as an exemplar, this article discusses findings from a qualitative case study exploring impacts of popular (or pop) culture on Canadian audience members' understanding of social issues, particularly health care policy. Adopting a neo-Gramscian perspective, our fundamental premise is that pop culture operates pedagogically and that cultural consumption informs audience members' understandings of current social issues. We use the word transition to structure our discussion, and we employ it in a dual sense--as progression from one stage of life to another and as movement from one physical place to another. After positioning our study in relation to relevant scholarship in the field of adult education and outlining the theoretical perspective in which our work is grounded, we present our findings and conclude with suggestions for how our inquiry can contribute to understanding adult learning in contemporary times and places.