Working with adult learners presents a unique set of interpersonal boundary questions. In this chapter, the authors discuss the characteristics of working with adult learners that have led them to explore questions about boundaries between them and their students. They then identify how they might define, set, maintain, adjust, and work close to interpersonal boundaries with adult students through their consideration of two frameworks: a relational approach (Jordan, 1991, 2010; Miller and Stiver, 1997; Daloz, 1999) to teaching and learning, and Tom's (1997) deliberate relationship model. They conclude by identifying four specific strategies for effectively and deliberately navigating boundaries with their adult learners: (1) Practicing the mindful pause; (2) Setting mutual expectations using intentional and explicit language; (3) Engaging in empathy with strength; and (4) Monitoring the relationship. Their focus in this chapter is on creating and maintaining healthy, ethical interpersonal relationships that support their adult students' learning and development.