This thesis explores the experience of Traveller women in adult and community education. It focuses on a particular group of women in a particular community centre. It was my intention to use the insights gained to develop education programmes that would be congruent of Irish Traveller culture, traditions and needs. The study shows that these women have a specific experience within the Irish education system and that this experience has been shaped and informed by the dominant culture and the discourse disseminated through government policy and found in education practise. It found that the experience of Traveller women in adult and community education was varied and complex. Four key themes emerged; Travellers are not a homogenous group, Education, Gender Roles and Discrimination. These themes are entwined and constantly overlap as they inform, reinforce and maintain the customs and traditions that are part of Traveller culture. The findings support the notion that the Traveller community is not homogenous. They also indicate that while basic education skills are seen as essential there is a clash between what the State and members of the Traveller community regard as progression during the teenage years. The teenage years are a crucial period for laying the foundations for further study or employment while Traveller teenagers are preparing for marriage a step which signifies their entry into adulthood. Bridging the gap between the States perception of progression and the Traveller community’s perception of progression is necessary if we are to ensure education provision for the Traveller community meets the needs and wants of the community itself rather than those of the State.