Abstract: This mixed methods study examines the effects of work–life balance on adult learners and the degree to which work–life balance principles are integrated into adult education programs in selected schools in Chingola District, Zambia. Using a convergent parallel design, data were collected from 120 adult learners via structured questionnaires and from 15 educators/administrators through semi structured interviews and non participant observations. Quantitative analyses employed descriptive statistics and chi square tests to explore associations between demographic factors and reported work–life balance impacts.