In order to clearly understand what adult learning entails, it is necessary to have an overview of its principles. In general, adult learning involves the learner’s need to know, prior experience of the learner, orientation of learning, self-concept of the learner, readiness to learn, and motivation to learn.In my current practice setting, there have been efforts to enhance adult learning in order to improve performance by all workers. Specifically, the concern has been on how to minimize or manage work stress through workshops. However, this has not come without significant challenges both to educators and learners. Nevertheless, through application of adult learning principles, I can argue that the program is on the right course.In the past few decades, adult learning through workshops has been on the increase due to different organizations and individual adults seeking to advance their capabilities in different lines of performance (Denig, 2004). For example, in healthcare provision, clinics, hospitals, and private institutions offering care services are more efficient in seeking adult learning. However, these efforts are faced with several challenges. For example, accessibility is one of the major challenges as far as adult learning is concerned. Accessibility in tradition higher education acts as a greater disadvantage for working class (Merriam, 1993). This may be as a result of barriers like flexibilities, time, and institutional methods. In fact, most adult learners have families to attend to, and these complicate things as they have to find time for their jobs and their families too.In this regard, application of adult learning theory is considered ideal in enhancing adult learning. It does not only shade some lights on what is expected of the adult educator, but also on the adult learner (Svinicki McKeachie, 2011).