Adult learners represent a significant, and growing, portion of enrollment at higher education institutions. Despite their growing enrollment, adult learners are not retained at nearly the rate of their "traditional" peers, leaving colleges and universities with the need to identify programs and services that specifically address the needs and interests of this group. Adult learner scholarship identifies pedagogical strategies that are beneficial for adult learners. The pedagogical strategies identified in adult learner research significantly overlap with the strategies used in the delivery of academic serving learning courses. Therefore, the purpose of this study was to understand the experiences of adult learners enrolled in academic service learning courses to determine if this practice was a positive experience for students. This study utilizes qualitative research strategies, including personal interviews, to understand that students' experiences in these courses. The study concludes with a summary, including implications for future research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]