While opportunities for adults to engage in music learning have expanded in recent years, pedagogical approaches remain largely designed for children. Several studies have examined the potential benefits of the pedagogical approach inspired by Zoltán Kodály (1882-1967) (Hurwitz & al., 1975; Winsler & al., 2011; Asztalos & Csapo, 2014), but none have focused on adult choral singing. The adaptation of this teaching approach to meet the cognitive, emotional, and experiential needs of adult learners has been underexplored, and research on adult-specific music pedagogy remains limited.This action-research project investigated the effects of adapting Zoltán Kodály’s formal music pedagogy—widely recognized for its success in children’s education—for adult choral learners within an andragogical framework (Knowles, 2020). Three objectives guided the study: (1) to adapt the Kodály approach for adults in a choral setting, (2) to document its trial implementation, and (3) to assess its effects on musical learning.Through video transcriptions, a reflective journal, and two questionnaires, data were collected. Following a data reduction principle (Thomas, 2003), several themes emerged and were then codified. Moreover, qualitative analysis identified four distinct modes of concept assimilation: intellectualization, internalization, verbalization, and embodiment. Once musical concepts were taught, participants engaged in non-linear, individualized learning processes, each navigating the assimilation phase through their own modalities. Participants demonstrated significant improvement in musical understanding. These results suggest a moderate to strong effect size, though they must be interpreted with caution due to the small sample size and non-normal data distribution.To encourage adult choral learners to engage in musical learning, the findings of this study highlight the need for curricula that thoughtfully integrate Kodály’s formal pedagogical approach with andragogical principles, while accounting for the four identified modes of assimilation, identified in this study. By recognizing the non-linear and individualized nature of adult learning, such curricula can foster a deeper understanding of the learning process. This study contributes to a growing interest in adult education and suggests new directions for exploring how pedagogical adaptations can support musical growth in adult learning communities.