This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities--public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being "othered." This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others. The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.