Who are adult undergraduates? How do we define this specialized clientele for program designs, support services, and research? Given changing profiles of young collegiate adults as part-time, worker, parent, and e-learning students, how do we differentiate these younger adults from our older adult undergraduates for our services and advocacy? These questions are explored through an abbreviated historic background to situate the adult student in undergraduate higher education from colonial America to the present. The second section explores past rhetoric and perspectives used to classify and often segregate adults in undergraduate higher education. Given the complex and sometimes contradictory actions and understandings, three propositions will be offered to aid you in framing your perspective to define, advocate, and lead programs and services for adult undergraduate learners as lifelong learners.