Whether an adult is motivated or unmotivated to learn depends on the actual learning experience. To further our understanding of English as a second language (ESL) learners and their language learning experience, this paper delves into the intricate realm of learning resistance. Ultimately, we seek to provide a comprehensive perspective on motivation and resistance within the complex landscape of adult ESL learning. By shedding light on the multifaceted nature of learning resistance and its impact on learners' motivation, the paper aims to contribute to the development of effective pedagogical strategies and enhance the ongoing dialogue between researchers and practitioners in the field of adult ESL education. [For the full proceedings, see ED631897.]