This action research project examined the inclusion of adult Flexible Admission learners in the Master of Arts in Leadership (MA in Leadership) program at Royal Roads University. Flexible Admissions (FA) is a process for determining a persons potential to succeed in a graduate program that is akin to Prior Learning Assessment. This controversial topic challenges academic tradition, in part because very little research has been done on the subject. The project examined the perspectives of learners, faculty and administration to better understand the academic experience of FA learners, seek possible modification of delivery of the program and to seek validation of FA inclusion. Results suggest that a few simple enhancements could directly facilitate the academic experience of Flexible Admission learners and allow Associate Faculty to use their time more efficiently. The study also recommends an open dialogue process on this subject amongst stakeholders, which could ameliorate some of the assumptions and prejudices that this topic prompts within the broader educational community.