The learning conceptions and priorities of adult learners in higher education institutions (HEIs) are essential to explicating the meaning adults make to teaching and learning processes as well as their knowledge and skills development. Through knowledge formulation, comprehension and reflection of what they learn, adult learners develop a mental framework of their learning engagement and experiences which are also relevant to their personal and career development. Using a mixed method of gathering and analysing data, a survey was carried out among vocational engineering adult learners (n = 200) while focus group discussions were organised for students (n = 27) from the same population. The result showed that teaching and learning methods as well as the relationship between adult learners' core technical knowledge and skills required for work has a significant effect on the learning conceptions of adult learners in HEIs. Beyond the learning conceptions, the study also revealed that motivation, programme relevance, technology application and employability skills provide a strong framing for elucidating adult learning priorities in HEIs. We present the implications of our findings by showing how they connect to theory, practice and further research.