Training represents a significant portion of the adult education market, yet many believe the principles of training are not aligned with principles of adult education. A literature review supports the inclusion of training within the adult education field by comparing their respective philosophies and aims, their assumptions about adult learners and the learning process, and the role that teachers play in each. It concludes that the level of success of any adult learning experience is contingent on a collaboration of learner, facilitator, and methods. Organized adult learning activities that adhere to andragogical principles must be considered adult education even if those activities are termed "training." It may be time for adult education professionals to abandon the line of demarcation between training and adult education and focus instead on combining the strengths of both to create a new definition of adult education. (Contains 17 references.) (KC)