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An explanation is given of the theory and practice of a model for developing communication skills for adult educators in a core subject in the Bachelor of Education in Adult Education, Faculty of Education, University of Technology, Sydney. Contemporary theoretical perspectives in education and communication featured in the model are explained: adult learning principles; collaborative peer learning; principles of group communication; experiential learning; mindfulness; problem-based methodology; reflection on practice; and social learning. Findings on implementing the model are based on feedback from academic staff and students over the past eight years. It is argued that engagement in experiential activities and participation in collaborative and individual processes of learning and assessment inherent in the curriculum model have a number of potential benefits for adult educators. Learner autonomy and lifelong and continuous learning about intrapersonal and interpersonal communication are encouraged to enable adult educators to cope more effectively with change in contemporary workplaces.