Erik Erikson’s stages of psychosocial development represent a landmark in the understanding of human behavior. Although not without critics, (Chodorow, 1995) it espouses a framework for understanding individuated progress through various psychosocial crises and their subsequent resolutions. Consequently, the framework serves as a referential benchmark for educators. Since it pioneered an introspective view of development in both adults and children, its utility as an instructional educative model is enhanced. Additionally, this bilateral applicability has served the needs of many learning researchers who have expanded on his original work. This manuscript seeks to connect the relevance of Erikson’s eight stages of psychosocial development to subsequent adult learning. Through this review, connections are proposed between previously incomplete ego integrations and current adult learning disruptions.Additionally, the exhibited behaviors of those who enjoy healthy psychosocial adaption, and those who lack it, are presented. Through reference to existing literature and a highlevel review of potential connections, improved causal understanding is sought.