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This article discusses aspects of metacognition and motivation that may distinguish the learning processes of adults in higher education from those of traditional-age students. Questionnaires about their strategy use, motivation level, and memory abilities relating to a psychology class in which they were enrolled were completed by students from the two groups. Data from this study indicate the need for educators in high education to respond to differences in the motivation and learning processes of non-traditional age students. However, the authors suggest caution in the use of the data as they are limited by the relatively small sample and because questions concerning the relationship between reported strategy and course characteristics could not be addressed.