This project examines how framing the late Prof. John Hull’s work on Christian adult learning in terms of disruptive-inclusion clarifies its contribution to, and potential implications for, Christian adult learning methodology and practice in the UK. This overarching task is achieved in three consolidating parts. Firstly, part A considers the foundational role of the 1985 publication, What Prevents Christian Adults from Learning? in understanding the relationship between Hull’s conception and personal experiences of Christian adult learning. Part B provides a wider contextualisation of disruptive-inclusion within scholarly conversations relating to Christian adult learning in the UK, Europe and North American. It also addresses the thematic resonances and contrasts between disruptive-inclusion and several established theological and pedagogical approaches to Christian adult learning. Finally, part C analyses the potential implications of disruptive-inclusion for the future of Christian adult learning. In particular, it addresses the pedagogical function of the Bible and what disruptive-inclusive Christian adult learning looks, sounds and feels like in the classroom, from the pulpit and in online learning settings.