The purpose of this article is to revisit the learning paradigms of behaviourism, cognitivism, and constructivism as they relate to adult learning. Adult learning is gaining global interest due to the whirl wind of high knowledge mutability with exponential growth. This has been exacerbated by changes in the demographic structure, economic crises, wars, pandemics, and flux technology. This context has created an urgent need to provide adults with learning opportunities that make them more functional, resilient, and productive. Through literature review, both as a research methodology and data collection tool, this exposition established that adult learners like their younger counterparts need continuous development of their cognitive, affective, and psychomotor domains. Therefore, they must acquire, retain, and apply functional knowledge and skills. The study also demonstrated an existence of a nexus between the three paradigms that makes them reinforce one another to create a holistic adult learning context. The study urges educators to incorporate the principles of behaviourism, cognitivism, and constructivism in design and delivery of adult learning programmes.