This research abstract presents the rhizomatic research of an experimental wondering and wandering with a Deleuzian-Guattarian mindset. The purpose of the study is to de-re-territorialize "affective" adults who have been "dropping out" and "dropping back in" to high school. Adults who are "dropping out" and "dropping in" often find themselves placed at society's margins. These margins occur outside of the (ir)rational system of education that purposes to shape its body of students, its product, its graduates, through the attainment of a high school diploma. The re-entry ("dropping in") process is the focus in the study. Thus, attention is given to possible (re)consideration of re-entry high school programs by "(dis)(re)tracting" the territorialized views of these adult learners. The concepts offered by Deleuze and Guattari enable a range of potentiality found in the rhizomatic connections "becoming" produced in the intra-relational assemblage among participants and researcher.