In a study of self-reports from 111 adults enrolled in education classes at seven adult education centers, peer relations, positive and negative affect, and curiosity and perception of learning improvement each uniquely predicted secure attachment among the participants. After controlling for age, sex, and income, the hierarchical logistical regression analyses indicated that peer relations significantly influenced emotion (positively for positive affect and negatively for negative affect), which in turn influenced curiosity and learner improvement and subsequent secure attachment. The theoretical model explained 33 percent of the variance in the dependent variable. The results extend Bowlby's and Ainsworth's attachment theory in that both curiosity and learning influence secure attachment influences with adults. Educators can use these results to inform classroom activities that might foster positive relations among peers and instructors and feelings of secure attachment to promote optimal learning. (Contains 3 tables.)