Within the disciplines of Adult Education, Second Language Acquisition, and Teaching English to Speakers of Other Languages, there is something that frequently gets overlooked: The aspect of learning styles. Adults, particularly those who are refugees and immigrants bring to bear "baggage" that would either hinder or help them in their acculturation, language acquisition, and general training processes. Educators will find this work very helpful as they endeavor to deliver to such segments of the learning public. This work also raises teachers' awareness of some universal sensitivities immigrants and refugees seem to bring into the classroom. The author, an educator with first hand experience himself, offers some fresh perspective and insight into attaining maximum results when dealing with the challenges of training and advancement of refugees and immigrants in general.