In countries with all-volunteer force (AVF) militaries, most citizens do not learn about the military through first-hand experience. For instance, 90,000 people serve in the Canadian Armed Forces (Government of Canada n.d.) out of an adult working-age population (20-70 years old) of 23,202,523 people (StatsCan 2013), which comes to 0.39% of the population. In the United States, military members comprise less than 1% of the population (NPR 2011). Although some people may learn about service from military family members or friends, few are immersed in military culture. Instead, they are exposed to particular representations of military life through popular culture representations in the form of film, television programs, radio, novels, and memoirs. In this article, focusing on military women's war memoirs, Nancy Taber discusses her theoretical framework of public pedagogies, details her methodological exploration of the autobiographical "I," outlines the memoirs in her analysis, and explores how each author positions herself as an ideological "I" with respect to the institution of the military, the experience of war, and gender. The findings add to existing work by using an adult education lens to examine military women's war memoirs as a unique way to examine learning, gender, militarism, public pedagogies, and the memoir genre.