A study was conducted to determine the degree of correlation that adult learning theories and adult developmental theories have with educational practice. Two adult learning theories, Malcolm Knowles' phase theories and Daniel Levinson's developmental theories, were researched to determine their relevance to three components of a nontraditional Doctor of Education program (lecture/discussions, scholarly papers, and reflections). Research was conducted through Education Resources Information Center (ERIC), and six articles were retrieved. A literature review was conducted to determine their application in the subject material. Research revealed that both adult learning theories were prevalent in correlating the components that were required of the program.