An extensive search of major journals and databases raises issues and concerns about the current knowledge of women's learning. Articles and papers on adult women's learning in higher education were difficult to locate and limited in number. (Only 28 articles were identified in an ERIC search, the manual searches of journals, and the searches of three Jossey-Bass New Directions Series.) Scholarship was often based on questionable assumptions about women's learning, and age was given little attention in differentiating between adult women across the life span. The following topics were addressed: classroom behavior and preferences, women's learning styles, individual attributes and outcomes of learning, and student-advisor relationships (sexual harassment). Little attention was paid to the process of learning. Key themes that emerged included women's self-doubt, women as silent, and women as connected learners, although there was disagreement among the studies about these supposed characteristics of women. The study concluded that emerging themes about women's learning need to be supported by further research. (The report includes a bibliography listing 28 research articles related to the topic of women's learning in higher education. Contains 16 references. (Author/KC)