In this study trauma in adult learners is taken as a case of investigation. Adult learners suffer from resistance to learn in many areas. History of learning of an individual may depend on his past experiences. Learning is considered not only cognitive in nature but also affective. Therefore, as psychoanalysis postulated, traumatic events of the past would be repressed in the unconscious which then inhibit learning in the future. In adult learning literature, adults are considered as being self directed and motivated learners, but the problem of low quality in their learning requires many new techniques and tools. Thus reconsidering adult learners? resistance to learn is crucial. In this respect psychoanalysis offers an important methodology to solve this problem. In the case illustration provided in this study, a group of school administrators worked their traumatic life event with the researcher. First they were reluctant to talk but later with help of the researcher they brought their dreams upon which they started to talk and make interpretations. That helped them to verbalize their trauma, later on they were able to express their anger and mourning about that common trauma. This helped them to be more creative and motivated in their work and their efforts. This was recognized not only within the institution but by other schools since they organized many events which inspired the other institutions. The researcher?s intellectual and psychological capacity to contain the group?s trauma was specific, since the researcher had finished his own psychoanalysis. Thus the researcher suggests that psychoanalytic theory is helpful to solve some problems in adult education; but much better than this occurs when the adults do have their own psychoanalysis; this may help them to have a more productive and happy life.