This study examines the effect of nature journaling on engagement patterns among non-traditional adult learners enrolled in an elementary science methods course. The research aims to bridge a gap in the existing literature by investigating the effectiveness of nature journaling in enhancing learning experiences for this specific demographic. Leveraging the principles of Andragogy, the science methods course integrated nature journaling to align with the characteristics and needs of adult learners. Through the analysis of journal entries and written reflections spanning six weeks, the study qualitatively examined behavioral, emotional, cognitive, and agentic engagement dimensions using the framework by Reeve and Tseng. Results demonstrated the empowerment and engagement of non-traditional adult learners across all dimensions, providing them with choice, flexibility, and links to personal experiences and experiential learning. The study highlights the agentic role of adult learners as they creatively applied nature journaling techniques in their classrooms, bridging the gap between theory and practice. Study findings hold practical implications for science teacher educators, offering insights to design curricula and pedagogies that resonate with the needs of non-traditional learners. Furthermore, the study aims to initiate a conversation about inclusivity and supporting non-traditional learners within science teacher education through responsive coursework.