The adult education literature is clearly lacking as a source of knowledge about learning among African Americans. This study examined the motivations for learning among African American adults in three church-based adult education programs. A survey was developed to identify learners' motivations. A seven-factor structure was selected as the most conceptually meaningful in explaining their motivations. Four factors were identified that are consistent with findings of prior research, and three factors appear to contribute new insights into adults' motivations to learn. The African American church as a site for learning is discussed in light of these motivations.

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Throughout societal transformations and trends, adult education has been available, providing relevant and personal learning needs for adult learners. Such has been the case in urban communities. However, our urban communities have experienced a transformation of sorts. Once thriving with numerous businesses and churches, they no longer enjoy the advantages they once had. Despite transitions in urban centers, the African American church has remained a stronghold. Historically, the church has provided education in some form. In the face of continuous decay of some urban communities, it appears the church’s future adult educational role will not only continue but be enhanced for several reasons.

Volumes of research exist which explains adults’ participation in adult education. Research suggests that adults participate in adult education for a variety of reasons. Nonetheless, adults also face a variety of barriers to their participation. Whether in a traditional or distance education format, adults may confront barriers to their learning. Now that technology plays such an important role in adult learning, new and returning adults may find additional barriers. Some barriers are within learners’ control. On the other hand, institutions can take measures to eliminate other barriers and enhance learning.