A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal growth, arguing that they are not mutually exclusive categories, but inter-related ones. Using a grounded theory approach it is suggested that a "re-negotiation" of the self was evident amongst a group of 31 mature students at different stages of their further and higher education courses. The reasons why this might be such a salient issue for mature aged cohorts is discussed. (Contains 2 figures.)