Many practices in higher education evolved significantly from 1985 to 2005. The presence of adult degree completion programs in colleges and universities of all types proliferated, with satellite campuses for this purpose in metropolitan areas often far removed from the "home campus." MBA programs multiplied during this same time, as did online learning models. There also was a near explosion of for-profit colleges offering degree programs at all levels, especially bachelor's and advanced degree programs, and pursuing an active agenda of deregulation to facilitate their work. Perhaps most notably, the community college movement came into its own during this period, serving more than half of all higher education students with a broader profile than at any time in their history. During this time, the percentage of adults aged 25 to 29 enrolled grew from only 9.2 percent to 11.9 percent, and for those aged 30 to 34, the increase over 20 years was a mere 6.1 percent to 6.9 percent enrolled. These data suggest that the burgeoning adult higher education population has never fully materialized, at least not in formal institutions. The effect of the "new traditional student," who works while schooling, takes a lighter course load, lives away from campus, changes institutions one or more times before attaining a degree, and takes more than four years to complete a bachelor's degree (or more than two to complete an associate degree), is clearly visible in the growth of the 20- to 24-year-old group. Thus, the author suggests that the real trend-setting growth in the presence of adult, mature students in higher education is yet to be fulfilled, but remains clearly visible on this side of the horizon. Everyone may manage, with unenlightened policies and perspectives, to delay the future growth of this group for a while longer, but not indefinitely. This is because of two important imperatives, one a matter of business and the other a matter of policy. Furthermore, Preston Pulliams, district president of Portland (OR) Community College, discusses community colleges' ability to respond to the needs of a shifting workforce. (Contains 4 notes.)