Andragogy offers a means by which adult learning can be facilitated. It is essentially a humanistic educational process that values ​​the individual learner. The powerful relationship between instructor and student does not compromise educational values ​​and learning expectations. Andragogy adds to the cognitive, affective, interpersonal and psychomotor domains of the adult learner in order to bring about a transformation. Knowles' version of andragogy presents the individual learner as someone autonomous, free, and oriented toward growth; andragogy therefore constitutes an important and potentially useful path for both instructors and learners. The purpose of this article is to involve initial work to compare traditional and adult learning theories and models. Traditional Learning Context As a freshman, my instructor began the class on the first day with her motto written in red chalk on the board "Students must learn responsibility and reinforcement and the enjoyment of success in Learning and success are your tuition. Second, the instructor provided a handwritten, difficult-to-read document explaining how to create a workbook for the course, how to use the course textbook, and how to complete the weekly assignments. During class, the instructor never explained the illegible handwritten note, even after several students said they could not read it. Then she read the entire generic program assuming we already knew the content. To add insult to injury, the instructor, quizzes, and tests were inconsistent and the course sequence and grading scales were constantly changing due to his course being canceled. It was too much content, too fast! To make matters worse, the instructor is constantly... middle of paper... Today's learners are building the foundation for the future. Andragogy is a way of looking at the adult learning experience. There are a multitude of andragogy steps applicable to adult learning. For each stage, there are many independent factors at play in the adult learning environment. Andragogy therefore constitutes an important and potentially useful path for both instructors and learners. The purpose of this article is to involve initial work to compare traditional and adult learning theories and models. Works Cited Birzer, ML (2004). Andragogy: Student-centered courses in criminal justice programs. journal of criminal justice education, . 15(2), 393-411. Knowles, MS ((1984). Andragogy in action. Applying modern principles of adult education San Francisco: Jossey Bass.