This thesis sets out to examine the experiences of adult learners in, through and beyond community education. To interrogate this question a qualitative study was carried out using semi structured interviews with five adult learners at and two adult guidance counsellors were carried out. This research was underpinned by an interest in the impact of early education on adult education, the effect of the social distribution and use of power with regard to education and an interest in the transformative nature of transformative learning. The results of the research showed the contrast between enforced education in childhood and its transformative nature as adult learners in community education settings. Substantial barriers to participation in community education were identified which included issues around previous experiences with education, identity, caring roles and persistence in education. These findings demonstrate the need for changes in the structured way adult education is offered to support persistence, an increased investment in early education and provision of educational spaces conducive to transformative learning.