I studied with four theoretical constructs: adult learning, Albert Bandura’s theory of social learning, the function of human play, and Mildred Parten’s theoretical stages of children’s play. Each one, unto itself, presented powerful arguments for relevance in learning. My exploration, however, led me to a different place of possibility. I have always been interested in the seemingly magical ways young children come to understand the world around them. As I reconsidered these theoretical constructs and observed children, I became curious as to whether there was potential for advancing adult learning if I combined these ideas.