A mid-career transition from public children's librarian to academic librarian revealed new pedagogical challenges that emerged when engaging adult learners. Initially feeling unprepared to teach credit-bearing courses, the author enrolled in a graduate program in Adult Education to gain the theoretical and practical tools needed for effective instructional design. I identified meaningful connections between librarianship and adult education through coursework, reflection, and classroom application--particularly in andragogy, accessibility, and Universal Design for Learning (UDL). This reflection highlights a growing recognition that librarians, regardless of their specialization area, are in the broader adult education community of practice. The article offers practical strategies used in course design and delivery that other librarian-educators can adopt, emphasizing the relevance of adult learning theory for instructional roles in higher education and beyond. [For the full proceedings, see ED673719.]