Intuitive knowing is one of the most complex and misunderstood ways of knowing. It is difficult to put into words and verbalize. Intuition is spontaneous, heart-centered, free, adventurous, imaginative, playful, nonsequential, and nonlinear. People access intuitive knowledge through dreams, symbols, artwork, dance, yoga, meditation, contemplation, and immersion in nature. Most of these processes call upon embodied knowing. This article explores the role of intuition as a preconscious embodied state and its implication for adult education. It examines embodied knowing as an intuitive process and discusses how embodied knowledge comes into one's conscious awareness, how embodied knowing is connected to other ways of knowing, and how educators can incorporate an embodied pedagogy into their practice. (Contains 1 figure.)