The authors present two beginning studies. One investigated the teaching-style preferences of young adults, and the other looked at physical activity trends within this age group. One key to understanding young adults and physical activity is to recognize the importance of participant cognition on physical activity patterns. From this constructivist perspective, young adults are seen as active learners, and their perceptions of, and reactions to, the teachers' actions or programming options determine their level of engagement, learning, and satisfaction. This is particularly true for young adults versus K-12 participants, because young adult involvement in physical activity is almost always voluntary. For example, professionals have the knowledge to design a program that will produce increased physical activity and fitness. However, very little is known about how young adults feel while participating in such programs and whether their needs, other than in the physical domain, are being met. This lack of knowledge is a bit perplexing, because young adults have the life experiences, self-knowledge, and communication skills to be insightful and helpful informers and evaluators of their physical activity experiences.