The adult learning theory of andragogy is considered the most appropriate vehicle for instruction in community-focused policing techniques. The results of the assessment of current police training in England and Wales indicate that the learning methodology only marginally adheres to the principles of andragogy. Moreover, the proposals for the new learning requirements do not address the specific skills required by neighborhood police officers and are not consistent with the neighborhood-policing philosophy promoted by the government. The author illustrates how both a teacher-centered pedagogy and a student-led andragogy can compliment one another and support the learning requirements of neighborhood policing if they are delivered appropriately. The analysis focused on applying a consensus-based definition of the theory of andragogy to the current police model of training. The proposed revisions to the police training regime were then identified and examined in light of the British Government’s community-oriented neighborhood policing strategy; the main question examined was whether the proposed police training would adequately prepare officers for their role as neighborhood officers. The author notes that unless a concerted effort is made, police training in England and Wales is unlikely to stray from the tried-and-true approach currently in use. Note, references