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To what extent is a constructivist pedagogical-didactic concept suitable for implementation in the FH-BaStg Military Leadership programme, what challenges may arise for teachers and learners, and what institutional and structural aspects need to be taken into account? These questions were explored in this research project, and focus group discussions and qualitative interviews showed that students of the FH-BaStg Military Leadership programme see themselves as active participants in the design of teaching and learning processes and expect a learning environment that is appropriate for adults. The teachers are intensively engaged in their teaching activities and are convinced that they are preparing future (military) leaders for their professional future in the best possible way. The analysis of the discourse on women that emerged in the discussions draws attention to the social construction of gender through everyday actions and the powerful influence of gender role stereotypes in adult education. A guide to inclusive teaching methods was developed for teachers in higher education.