This study examined the challenges faced by adult learners in Open and Distance Learning (ODL) at the Institute of Adult Education (IAE) in Shinyanga Region, Tanzania. Adult learners represent a diverse group with unique responsibilities, backgrounds, and goals, and while ODL offers flexibility and lifelong learning opportunities, many challenges hinder its effectiveness. The study was guided by the objective of identifying the barriers adult learners encounter in pursuing education through ODL. A mixed research approach was adopted, combining both qualitative and quantitative methods. Data were collected from 80 adult learners and 2 course facilitators using questionnaires and in-depth interviews, with random sampling employed to ensure representation. The findings revealed several interconnected challenges, including time management, financial constraints were also significant, technological barriers such as limited ICT skills and poor internet access, and further restricted participation. Moreover, unclear ODL guidelines and policies as a challenge, highlighting systemic and policyrelated gaps. Language barriers were also reported to affect learners’ ability to effectively engage with course content. The study concludes that while ODL provides important educational opportunities for adults in Tanzania, its potential is undermined by systemic policy weaknesses, inadequate infrastructure, financial burdens, and personal constraints related to time and language. It recommends that the government and institutions develop clear ODL policies, strengthen ICT infrastructure, and provide financial aid and institutional support services tailored to adult learners. Flexible scheduling and language support programs are also necessary to foster inclusivity and enhance academic success. Overall, addressing these barriers is crucial for ensuring that adult learners can fully benefit from ODL and contribute meaningfully to personal and societal development.