This research has presented the rich and complex modes of learning that occur through the processes of social action. Current research and practice in adult education in Australia has largely underemphasized social action and radical adult education as fields of inquiry, ensuring this epistemology of learning remains in its infancy (Branagan & Boughton 2003). This research has demonstrated that the learning of activists is holistic and situated in practice. It provides insight into how all adults learn not only in activism, but also through the daily business of developing knowledge and skill by being in the world. This chapter summarizes the key findings of the research, referring back to the central research question: “What are the stages and processes of learning and identity formation for activists engaged in social action?”