This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to "transition" theory and "Confucian learner" principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: "Self," "Situation," "Strategies," and "Support." In view of the Confucian philosophy of learning, the participants' stories illustrate their understanding of "teacher authority," "collaborative learning," "function of effort," and "pursuit of lifelong learning." Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture.