Adults in the Buffyverse face a stark choice - accept a debased and dehumanising form of training and education designed to promote conformity or engage in uncharted self-directed and dialogical education that is both painful and dangerous. Critics (Wilcox, 2001, Robinson, 2001, Jarvis, 2001, Money, 2002, and Little, 2003) have acknowledged BtVS's representation of school-life, but largely ignore adult learning. Exceptions include Daspit (2003) and I also draw on various papers and chapters, such as Wall and Zyrd (2001) and Pasley (2003) to frame the discussion of workplace relations. The argument is situated within the growing range of academic BtVS writings (Kaveney, 2001; Wilcox and Lavery, 2002; South, 2003 and Slayage (www.slayage.tv/) and links these to educational theory concerned with radical adult education, lifelong and workplace learning. I focus on two examples of training styles; the training of soldiers in The Initiative and of workers in The Doublemeat Palace. The Initiative classifies then wipes out 'otherness' including 'otherness' within its members. The Doublemeat Palace training programme produces people as identical as the meat slices they make and discourages humanising traits such as curiosity and a sense of humour. These representations suggest that educational systems find it difficult to treat individuals as 'ends in themselves.' I then argue that the dark and hidden nature of the learning the adult Scoobies pursue for themselves is indicative of the difficulties individuals face in acquiring 'really useful' as opposed to state sponsored knowledge. The power generated, even by 'really useful' knowledge (Johnson, 1987), corrupts and the central characters redeem themselves in the final episode through an iconoclastic rejection of hierarchy and a democratic sharing of power and knowledge.