This paper examined the attitudes, expectations and experiences of first year undergraduate students enrolled in the 2012/13 Bachelor of Adult Education (BAE) programme at the University of Zambia. It explored a range of factors which impact on students' learning: their motives and reasons for entering higher education and selecting the degree of Bachelor of Adult Education programme and their expectations. Self-administered questionnaires were distributed to a total population of 177 regular students and 128 were completed, giving a response rate of 72.32%. The findings of the study revealed that students were motivated by a combination of intrinsic and extrinsic factors. The desire to obtain a degree, study a programme of interest, and improve job prospects were the major motivating factors for pursuing higher education while family, friends and teachers’ influence accounted for choosing the Adult Education degree programme. Students found the academic workload and demands heavy and hard due to the poor learning environment arising from lack of resources. The study concluded that Adult Education students had different attitudes, experiences and expectations in their studies at the University of Zambia. The study, therefore, recommended that the Department of Adult Education and Extension Studies, in particular, and the School of Education in general, should develop orientation activities, assessment tools and teaching approaches which will foster the enhancement of positive attitudes in students and create a conducive teaching and learning environment.