An action research study attempted to identify the learning style prevalent among 7 male and 3 female adult learners in an Adult Basic Education (ABE) program in New York City and the attributes of a classroom environment that promote the retention of adult learners. These four learning style modalities were considered: concrete experience, abstract conceptualization, active experimental, and reflective observational. Results of data collected from adult learners enrolled in an ABE (GED) program found that the reflective observational style was the dominant and preferred style, and thus preferred detailed structure and organization, listening or auditory learning, and reading as methods of learning. In addition, ABE learners were satisfied with classroom environments that offer encouragement, sensitivity, respect, clear and organized delivery of instructional content, clarity, demonstrated fairness, and teachers who are accessible outside of the classroom. The findings suggest that if both the learning style and classroom environment are in accord with their preferences, then ABE learners will be more likely to complete classes. The researcher cites evidence that ABE learners probably find it difficult to learn new knowledge and skills if they are not presented in a visual form such as pictures and symbols. (Appendices include student consent form, learning style inventory, and student evaluation of instruction form. Includes 25 references, 1 table, and 3 figures.) (MO)