Being an adult education teacher is a very challenging job. It requires an absolute commitment to integrating real-life tasks into the curriculum to make learning more meaningful and purposeful for adults (Early & DeCosta, 2007, p.1). In essence, teaching adults means being flexible enough to meet the needs of an individual student; be creative enough to challenge adult learners' ways of thinking; and finally be sensitive enough to understand that some students' path to higher education may be more challenging than ours (Early & DeCosta, 2007, p.2). In other words, a good adult education teacher is a teacher who is able to inspire and motivate students to think differently, read and write meaningfully, and communicate purposefully. In this article I will present a critique of an adult education program that I designed and taught to a group of twenty-five adults for the Toronto District School Board. I will begin this article by providing a brief overview of this program and the thought processes that helped me design this program. In the second section of this article I will explore my underlying biases and assumptions about adult education and how it has influenced my teaching process. In this section I will also explore the theoretical perspectives through which I can approach adult education. Finally, I will present two lesson plans I have created through which I can engage my adult students in the learning process in an engaging, thoughtful, meaningful, and constructive way. Program Overview In the fall of 2010, part of my teaching assignment was to teach a grade 12 English course to a group of twenty-five adults, ranging in age from... middle of paper... .engaging tasks, thoughtful and useful. The purpose of all learning tasks should be student development: there is no point in teaching how to write compare/contrast essays if they will not be useful to students in their future academic careers. • Provide books and materials that reflect students' culture, linguistic and social context. Adult learners need to be able to see themselves reflected in the curriculum in order to connect literacy learning to their life experiences. • Provide “learning beyond the classroom” opportunities to make learning hands-on and fun (“Cooperative Education,” 2000, p.8). Create assignments that use field trips, guest lectures, and work experiences as sources of information through which students can create their own understanding of the broader world based on their existing knowledge.