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The aim was to explore the way in which mature professional adults learn. A number of different strands within current thinking about adult learning were incorporated into a semi-structured interview. This was given to 17 nurse tutors taking a professional qualification. Results indicated a general rejection of the surface in favour of the deep as their dominant approach to learning. Rote learning was rejected as being of no use to them. Motivation was based mainly on becoming a competent practitioner. A significant minority indicated stress both in sitting examinations and in peer tutoring situations. Some were social learners, some solitary and the rest a mixture of the two.

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