This study utilizes adult learning, working-class masculinity, and political economy theories to explore the education and learning that supports engagement in the Just Transition movement in Central Appalachia. The central research question is as follows: in communities with economies formerly dominated by the coal industry, how does an organization promoting multiple Just Transition initiatives use education and learning to support engagement in this work? The sub-questions that guide this study are as follows: (1) how does the gendered history of the coal industry and the changing political economy of the post-coal reality influence the educational efforts of an organization working toward a Just Transition? (2) how do informal and non-formal learning opportunities attempt to promote a just transition in the region? (3) how have people perceived these informal and non-formal learning opportunities as transforming themselves, their communities, and/or region and nation over the past decades? In this case study, data was collected between November 2019 and July 2020. Data included 14 semi-structured interviews of Eastern Kentucky members and staff of the grassroots community organization, Kentuckians for the Commonwealth. Written documents, curricula of non-formal education, observational data, and the organizational website also served as important sources of data. Field notes and analytic memos were instrumental and aided in the analysis of data. An important finding of this study is that the organization created a community of practice, which was instrumental in enhancing the engagement of community members in the organization's initiatives. Within that community of practice, there was a dialectical relationship between non-formal education and informal learning. Additionally, some informal learning occurred which was unrelated to the non-formal education. Another finding was that the changing gendered history and political economy of the coal industry shaped how the organization approached its work. More specifically, the organization moved from attempting to hold the hegemonic coal industry accountable to environmental protections to, instead, pushing for proactive alternatives through Just Transition. Within their Just Transition efforts, the coal industry continued to shape which projects and campaigns were pursued by the organization, including how people grappled with the loss of identity, dealt with legacy effects of the coal industry, maintained a focus on energy production through a focus on renewable energy and energy efficiency, and engaged with voter empowerment. Both non-formal education and informal learning played an important role in the organization fulfilling its mission, which is illustrated throughout this study. [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.]