Many new student affairs professionals have had little or no experience in applying such codes to different learners. How to address issues where codes are insufficient and how to make student affairs professionals sensitive to the moral and ethical issues of adult learners are addressed in this paper. It is not meant as a guide, but as a tool for understanding ethical principles, by looking through the developmental lens of the adult learner. Principles, such as autonomy, nonmaleficence, beneficence, justice, and fidelity, must serve as the foundation on which ethical codes are based. Each principle, presented here, is outlined and then described as it applies to adult learners and practitioner involvement. Autonomy is important because it shows respect for each person, while nonmaleficence does not engage in activities which run a high risk of harming others. Beneficence fosters actions to benefit others, justice emphasizes the promotion of fair treatment, and fidelity dictates the keeping of promises. All of these principles fit together under an overlying theory of care. Appendixes include outlines of the levels of ethical decision making, five ethical principles, and the four component model. Contains 12 references. (RJM)