In this paper I employ a narrative method to explore the learning processes of adult activists engaged in activism. Drawing on the story of one animal activist, I explain the embodied learning processes in a direct action environment. I explore how emotions and the body interplay with learning, which moves beyond a purely cognitive or rational lens of learning that privileges the mind. Importantly, I show the ways in which affect, emotions, and the body are saturated and situated in direct action learning spaces. These emotions and sensory and kinaesthetic bodily dynamics encourage a reconsideration of learning processes that are generally conceptualized as head-based or disembodied. It is argued that embodiment implicates a see-feel-learn sequence rather than a rational process of analyse-think-change, encouraging us to rethink the nature of learning processes in direct action activism.