As a multidisciplinary process, Adult and Continuing Education (ACE) is meant to foster efficient lifelong learning
throughout life. To achieve this, it should be geared towards providing knowledge, skills as well as attitudes that
ensure equal opportunities to life, meeting the needs of individuals of all ages so as to understand the world and the
changes being experienced. In a bid to attain a newly industrialized status, Kenya’s Vision 2030 development plan
endeavours to develop the relevant human resource base through, among others, ACE. However, the provision of
ACE in Kenya faces such challenges as inappropriate learning environment, inadequate instructional materials and
the inability to balance career and family demands. This is partly due to inept leadership, non-adherence to the
relevant policy guidelines and pieces of legislation. In this paper, it is asserted that in order to achieve the aims of
ACE, embracing transformative leadership is paramount. Thus, this piece of work is informed by the theory of
transformational leadership which lays emphasis on how leaders, in various fields, can actually impact and or
transform their subjects positively, and vice versa. In addition to exploring the policy and legislative frameworks
concerning the provision of ACE in Kenya, this paper provides some intervention measures to the outstanding
challenges.