This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable them to succeed? How do they make use of social capital and networks to propel themselves into the educational enterprise and the job market? Further, what response will the educational community make to this phenomenon? What is of interest, too, is the variable of age: How will the social support needs of older adult women differ from those of their younger cohorts? This discussion uses narratives of development and transition of adult women who struggle with such issues. They demonstrate the real-life process of developmental change that comes about for many mature women who hope to move into professional ranks in employment. They are derived from case studies of women in diverse socioeconomic strata in middle and later adulthood who have entered educational programs during the past 12 years. The author particularly focuses on Denise R. (age 55), Nancy M. (56), Joan M. (59), Pam C. (60), Taneah T. (61), and Deanna R. (64). The stories of these women and their challenges--emotional and cognitive--inform one's understanding of the "process" of learning for many older women.