The demand for higher education globally is rapidly increasing, leading many public universities to adopt more flexible modes of provision to accommodate the growing student populations, particularly adult non-traditional learners. However, older adults often find themselves at a crossroads due to inadequate provision for their unique needs. This study focuses on how adult students, particularly those in full-time formal employment, navigate their university education at Tai Solarin University of Education (TASUED) in Nigeria, specifically enrolled in the Bachelor of Educational Management program. The study examines how these students cope with the demands of both work and study, particularly during weekends when they attend classes. It explores the strategies employed by these learners to integrate work and study, considering the challenges they face, such as time constraints and competing demands. Additionally, the study investigates the implications of these coping strategies for meaningful learning among adult learners. Using a case study approach, data was gathered through questionnaires to understand the experiences and perspectives of adult learners at TASUED. The findings shed light on how these learners manage their time, organize their studies, and balance work and family responsibilities. The study also identifies areas where institutional support and adjustments are needed to better cater to the needs of adult learners. This research contributes to the understanding of adult education in Nigeria and offers insights for educators, policymakers, and institutions on how to enhance support for working adult students. By recognizing the importance of adult education to national development and addressing the unique challenges faced by adult learners, universities can better fulfill their role in providing lifelong learning opportunities for all segments of society.