The purpose of this paper is to make some considerations regarding ethics learning process in adults of higher education. There are two main courses of actions when promoting ethics at university classrooms. One of them, is to approach it as a separate subject (ethics and deontology); and the other one is to approach it as a cross-curricular content. This article focuses on the first type of approach to ethics teaching (as a separate subject on ethics and deontology). Three main questions guided the writing of this paper, they are as follows: What is the specificity of Ethics? What is the specificity of adult learning? What is the specificity of teaching and learning Ethics in adults? This paper sets forth that the process of teaching and learning ethics are not guaranteed by the development of cognitive skills. The concern about whether is possible or not to promote an attitude change in adult learners at university classrooms, demands to set as a teachers objective the development moral sensitivity in adults students. An ethics meaningful learning takes place when there is cognition, emotion, morality and action; when the students recognize the facts, feel them, feel that they are responsible and behave accordingly with what they think and feel. Knowledge, sensitivity and action are knotted in ethics learning and teaching process. As stated previously, knowledge, sensitivity and action are the core of ethics teaching and learning.