Between 1969 and 1984, the number of adults participating in educational programs increased 79 percent and the number of adult education activities doubled. The following facts should be considered when developing instructional programs for adult learners: individuals can learn throughout their lives, adult life cycles influence learning, adults learn what they consider important, adults are often time-conscious learners, what is important varies among adults, adults generally (but not always) wish to be treated as such, and biological changes may affect learning. Creating a learning environment that meets the needs of adult learners is a key element of successful adult education programs. Some strategies for accomplishing this are as follows: establish adult-to-adult rapport, create a participatory environment, facilitate adult independence, and provide for individual differences. Although many adult learning activities do not require formal evaluation procedures, adult learners need to learn how to identify and evaluate their own resources, abilities, and knowledge realistically. When formal evaluation is required, adult students are best evaluated by using a collaborative approach. Recommended collaborative approaches include group decision making, learning contracts, and grading contracts. (MN)