This qualitative phenomenological study explored the higher learning experiences of 13 midlife learners in their pursuit of higher learning. This study explored the historical perspectives of andragogy and self-directed learning approaches pertaining to adult learning (Henschkes, 2016; Knowles, Holton & Swanson, 2012; Merriam, 2003). Andragogy and self-directed learning approaches were viewed as key concepts in effective adult learning (Abraham, Hassan, Damanhuri, & Salahuddin, 2016). This study utilized telephonic interviews to gain the lived higher learning experiences of midlife learners. This study found that educational constructs geared for traditional learners has shifted as midlife learners with differing educational needs pursue degree attainment (Cotterill, 2015). This study aligned with the literature finding that although reporting as self-directed in their learning, midlife learners face many family, financial, social and course challenges pursuing higher learning, and that higher education should take on the role of implementing best practices to address those challenges. [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.]