This research study focuses on identifying the behavioral characteristics desired by mature students from their educators/lecturers/tutors in an Independent Higher Education provider within the UK. The study utilises a mixed-method approach, employing a non-experimental and sequential explanatory design consisting of two phases. The first phase involves a questionnaire survey, while the second phase comprises semi-structured interviews with the students, aiming to gather both detailed and general insights into the students’ perspectives on the expected behavioral characteristics of their educators. The findings of this study reveal both commonalities and differences in the attributes of lecturers as identified in the quantitative and qualitative findings. In both sets of findings, it is evident that students prefer personalised learning experiences, with an emphasis on lecturers recognising their unique strengths, valuing individuality and providing positive feedback. Additionally, the qualitative findings highlight the significance of patience, empathy, and problem-centered teaching as highly valued traits of a lecturer according to the students. This research contributes to the existing body of knowledge by addressing the complexities involved in educating mature students within the UK Higher Education sector. It emphasises the importance for Higher Education practitioners to comprehend the expected behavioral characteristics of these mature students from their educators. The study also highlights the scarcity of research in this area, as existing literature on adult education and andragogy is often generic and independent of specific contexts.