This study explores how first-year seminar (FYS) instructors at four-year institutions in New England create meaningful adult learning environments for traditional-aged college students and apply adult learning principles. The research examines classroom practices and teaching philosophies using qualitative methods grounded in andragogy and psychological learning environments. Findings reveal that instructors emphasize motivation, prior experiences, trust, respect, enthusiasm, and empathy, reflecting a humanistic teaching approach. The study highlights valuable insights into bridging adult learning and student development, fostering collaboration and innovation in higher education pedagogy. [For the full proceedings, see ED673719.]