This study investigated Contemporary Adult Education (AE) policies and practices in Tanzania and the way they address national challenges. Four questions guided the study: Are contemporary AE policies related to the AE practices in Tanzania? Do contemporary AE policies address national challenges in Tanzania? Are contemporary AE practices addressing national challenges in Tanzania? Lastly, what are the voices of AE stakeholders with regard to contemporary AE policies and practices in addressing national challenges in Tanzania? The study was carried out in three regions of mainland Tanzania (Dar es Salaam, Mara, and Ruvuma). Quantitative strategy was dominant in data collection although qualitative strategy was also used. The study involved adult learners, adult educators, and policy makers and academicians who were accessed through questionnaires and interview guides. Documentary review guide was also used to collect data. The findings indicate that AE in Tanzania is accorded low status. Also, the study found that most of the AE policy statements investigated were not related to AE practices. Furthermore, the findings reveal that although AE policies address some of the national challenges like income poverty, illiteracy, HIV/AIDS, and income inequality, some of them were not translated into practices. The study recommends that challenges facing adults (the clienteles of AE programmes) have to be given first priority in both policies and practices. Moreover, adults have to be conscientized to read and understand the educational policy. Also it is recommended to all AE stakeholders in Tanzania to revive the status of AE as it was in 1970s and early 1980s. Lastly, it is recommended that further study of the same nature can be conducted in a wider geographical area and which will involve more sample from other institutions running AE programmes in Tanzania especially civil societies and Non Governmental Organizations (NGOs).