Prior Learning Assessment and Recognition (PLAR) offers adults formal recognition for learning obtained through non-formal and informal means. The practice reflects both equity and economic development concerns (Keeton, 2000). In the field of Adult Education as a formal study, however, tensions exist between honouring the learner and honouring the curriculum. To resolve this tension, we have used "dialogue" (Bohm, 1996) to explore the experiences of the first author, a former PLAR candidate and now a professor of Adult Education involved in using PLAR to admit students to a graduate program.