Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background for this article, and two recently produced documents--"Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities" and "Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities"--enable the authors to analyze the ways that LDs among adults are currently understood. However, they reveal a failure to ground research and practice in adult learning theory, a significant gap that may shape the impact of service provision for this population. In this article, the authors use three lenses--adult learning theories lens, adult development lens, and sociocultural lens--to analyze and critique these documents as a way to gain a broader perspective on serving adults with LDs.