Dissertation (MA Education)This qualitative study explored the challenges facing adult learners in formal secondary education in five wards in Kibaha town council, Tanzania. 54 respondents were involved for data collection, including 27 males and 27 females. The specific objectives were: to determine the relationship between adult learners' characteristics and academic performance; to assess the social-cultural situation mediating adult learners' academic performance, and to examine institutional factors impeding adult learners' academic performance. The study found that adult learners perform poorly due to multiple roles, distorted pedagogy and digital divide in the learning process. These were caused by their characteristics as adults, formal classroom teaching, and institutional setup. Recommendations are the need for the government through the ministry of education and vocational training and prime minister‟s office regional administration and local government to develop a policy to cater for the needs of adult learners in formal learning institutions. Future researches in this area should be conducted focusing on: Gender dynamics in adult learners informal learning institutions, lessons guidelines' design for adult learners' pedagogy, digital use in adult learning as well as educational guidance for adult learners in secondary education.