Much of the existing literature concerned with engaging adult learners in Higher Education has been written in the context of the West. When considering those in the East, adult Asian learners are often perceived to be quiet, passive, and tend to communicate indirectly in class. Instruction is generally teacher-centred and focuses heavily on group harmony due to Confucian teachings. An important aspect of the above is maintaining the educator-learner dynamic – the instructor being ‘the superior’ and the student being ‘the subordinate’. It is unsurprising, therefore, that traditional Asian classrooms are not interactive, with learners in these classes never being called upon to answer questions or work with others. We argue that instructors can and should teach in ways to engage adult Asian learners. This chapter focuses its attention on creative ideas that can be used within the context of Hong Kong, Singapore, and Japan to engage adult Asian learners. Specifically, this chapter recognises common characteristics of adult Asian learners, exploring the challenges faced by instructors when teaching these students and acknowledging ways to engage adult Asian learners (those who are deemed to be young, e.g., aged between 18 and 24) at the university level through creative strategies of instruction. © 2024 Taylor & Francis.