This study focuses on a return to education course for adult learners. The aim is to examine the practices in the adult learner curriculum through which adult learners come to know their place and learn 'who' or 'how' to be when they return to formal education. The study will investigate the ways in which different conceptualisations of adult learner identity are legitimated, how different knowledges are privileged or de-privileged and the different forms of capital available to adult learners.