This qualitative study of 43 adult learners in an urban community college critically examines the theory of andragogy's relevance in today's "New Economy." Findings encompass: (1) an individual dimension detailing adult learners' complex motivations for higher education; (2) an instructional dimension concerning the importance of involved, caring, and tolerant instructors who respect adult learners and facilitate their growth; and (3) an institutional dimension specifying forms of support adult learners identify as essential for success.