Educational institutions need to help women get a better education by taking into account the learning they have acquired through experience in homemaking, volunteer work, and other activities. This paper examines the need for recognition of women's prior learning by educational institutions and delves into some of the intricacies of the process. It begins with the history of recognition of prior learning, showing how experiential learning is really an old concept. Then the paper examines the recognition of adult learners leading to the recognition of women's prior learning in particular, as well as the obstacles encountered. Finally, the paper examines various evaluation methods and some basic principles of this kind of recognition, focusing on the portfolio method. The last section of the paper is a call for action on the part of educational institutions to respond to the need for change in order to fulfill their role of preparing women for the changing world to come. (KC)