Prior Learning Assessment (PLA) is a vehicle in which postsecondary institutions evaluate experiential learning achieved outside of the formal classroom as academic credit to fulfill requirements in a degree program. Although research of PLA efficacy has included student degree persistence, internal and social change, and application to specific programmatic requirements, little research has been conducted surrounding gender groupings comparative to institutional enrollment or completion. The purpose of this study was to provide substantive research into the differences in experiential learning achieved by adult men and women at postsecondary levels submitted for PLA, and the types of learning events experienced to maximize student credit received through PLA. A quantitative research approach was used for this study, consisting of ex post facto research using a causal–comparison compiled from tables of groupings and learning events. The data were comprised of student submissions of learning events at the institution of study over a 5-year period. The outcomes of the study significantly demonstrated probability that overall, there were differences between males and females for PLA credit awards.