In an attempt to understand the intellectual experiences of women returning to the education system to learn mathematics, data were collected from 11 women in 2 adult mathematics class in Australia who were early school leavers between the ages of 35 and 50 with between 1 and 4 children ranging in age from 2 to 17. Participants were interviewed after three weeks of class observation and at the end of the courses about their perceptions of mathematics; the role of the learner, teacher, peers, and assessment in their learning; as well as their reasons for returning to study; their previous school experience; and the influence of parents on their schooling. One of the motivating factors for returning to study mathematics for 7 of the 11 participants was to support their children academically, including wanting to be a good role model and wanting to break the cycle of learning difficulties. Findings suggest that having older children at home can encourage adult learners to verbalize their mathematical thinking; that when the home academic environment improves so do the benefits for children's mathematical achievements; and that women's intellectual growth may be intimately connected to being able to support their own children's development. (The document includes 2 case studies and discussion of them, as well as 15 references.) (MO)