Current higher education practices do not sufficiently address the needs of international adult learners. With higher education's emphasis on pedagogical assumptions, adult learners are both isolated and oppressed by higher education. This article focuses on the following: assumptions of pedagogy versus andragogy, oppression of adult learners through banking theory and hegemony, and budget constraints that create an inhospitable environment for international adult learners. The author offers suggestions to address current issues in higher education using experiential learning, an andragogical model, intentional professional development for professors, and deliberate classroom experiences. [For the full proceedings, see ED597456.]