This two-case study sought to demonstrate how adult education enabled the process of economic and social change and national development in Jamaica through a critical review of two cases of adult education provisions - The University of Technology, Jamaica (UTech)and the Jamaican Foundation for Lifelong Learning (JFLL) - in Jamaica since it gained independence in 1962. This case study did not aim to test any particular theory or to develop a new theory. Rather this study was an attempt to confront the analysis of adult education through highly developed comparative concepts (Stone, 2013). It therefore took an interdisciplinary approach that drew on several development concepts and educational perspectives to 1) describe the context within which adult education occurred at various periods of Jamaica's history and 2) analyze the type of adult education provisions that enabled the individuals and the society to adapt to the social changes that occurred.