Social class is a major determining factor of accomplishment in most educational, employment, and social arenas and still one of the best predictors of who will achieve success, prosperity, and social status. Yet, despite its continued significance, social class is rarely as well considered as the related analytic vectors of gender and race, particularly within U.S. adult education. So why do scholars so significantly acknowledge class less than its counterparts and why is it so underrepresented in adult educational theory? This article explores the development of social class and its relationship to several different arenas of adult education practice. It highlights the links between adult education, the material and social conditions of daily and working lives, and the economic and political systems that underpin them. The article also reaffirms the salience of class in shaping the lives we lead and the educational approaches we develop.