This paper investigates the role of leadership training in developing voice in adult learners. Twenty-one (21) adult education programs were randomly selected for evaluation: 13 programs received an 8-hour leadership training and 12 subsequently completed a leadership project; the remaining eight served as control programs. Qualitative methods were used to analyze observational notes and videos for each program on two separate occasions, both pre- and post-leadership training. Four overarching themes were identified as essential in cultivating adult learner voice and leadership: community and collaboration, laughter and comfort, selfmotivation and perseverance, and opportunity. Our findings on how adult learners in leadership roles, in contrast with learners in control settings, interacted with instructional and administrative staff and peers offer insights into and examples of learner development of voice. Finally, we present implications for staff and programs to enhance practice. Our recommendations include building relationships, fostering community and collaboration, and encouraging voice through activities.