The term, moral values, could be succinctly defined as principles or precepts that provide an individual with a standard of right or wrong behaviour or action. The acquisition/inculcation of moral values takes place through two main processes: first, through their observation and internalization as part of societal culture; and second, through the various modes of modern education. Nigeria has experienced a steadily soaring phenomenon of moral decadence over several decades. This is believed by many experts of moral education to have been the result of sudden abandonment of trado-cultural processes and adoption of foreign lifestyles and attitudes brought into the country by colonial masters and missionaries, The experts also believe that properly planned education programmes, especially at the primary and secondary levels, would help to improve the overall tone of morality in the country. Unfortunately, this approach would leave out large populations of non-beneficiaries of and dropouts from the said and other levels of formal education, including the tertiary level. The purpose of this paper is to show that Adult Education, which takes care of those disadvantaged at various levels of formal education, has the components, structure, processes and methodology to foster advancement of moral values inculcation in Nigeria. To achieve this purpose, the author graphically and extensively discusses how to effectively adapt the potentials of Adult Education to achieve ultimate furtherance of moral values inculcation in Nigeria, under the various modes of modern education – formal, non-formal and informal modes.