This account of learning journeys, taken from interviews with a group of adults graduating from a part-time humanities program, traces one prominent pattern from first enrollment to graduation, prioritizing the importance of "time out". Students who had joined a course out of curiosity found themselves traveling in a land of unexpected pleasures, and reveled in their escape from the everyday world. The article identifies three factors which contributed to this experience: the extended nature of the program, the humanities-based curriculum and the multidisciplinary structure; and maintains that opportunities for unpredictable learning adventures must be respected and protected. (Contains 1 note.)