Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles refined and espoused, learning for adults is enhanced when facilitators assume that their learners: (1) will demonstrate self-directing behavior; (2) have a multitude of experiences to leverage; (3) want to integrate their learning with what they do daily; (4) want learning that helps with problem solving; (5) need to know why they should learn something; and (6) are experienced responding to external motivations but realize that learning is more effective when there is an internal motivation to learn. From a military perspective, these adult education principles are particularly useful for the design of military learning. This article explores the imperative for change in the military training and education paradigm. Contemporary opponents that leverage capability gaps force this change as do realizations of formerly unquestioned assumptions about preparing military personnel for success in the 21st century.