Malcolm Knowles, in his theory of adult learning (1972, revised 1980), presents adults as motivated, self-directed learners. Basically, once a person starts seeing himself or herself as an adult, he or she has an expectation of being independent in decision-making, valuing personal experience, and desiring respect. Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. There are three types of learning that we must take into consideration: Affective Learning involves formation of attitudes, feelings, and preferences; Behavioral Learning includes the development of competence in the actual performance of procedures, operations, methods, and techniques; Cognitive Learning includes the acquisition of information and concepts related to course content (includes ability to analyze content and apply it to new situations). Shifting one's view of the students we have in the classroom changes the way we put together syllabi, are interactive in the classroom, and include group/team work as part of the course. These changes shift the responsibility onto the student with the professor becoming the facilitator of the learning process. Overall, relationships, creativity, and motivation are enhanced. This paper contains multiple examples of incorporating the principles of adult learning in the college classroom. (Author)