The number of adults with learning disabilities (LD) is difficult to estimate. They may comprise as many as 80% of adult basic education students, but a smaller proportion of students in other adult education settings. Many adults with LD exhibit strengths that enable them to compensate for their disabilities and perform successfully without supportive services. Among the most serious issues concerning adults with LD are lack of an agreed-upon definition and scarcity of appropriate assessment tools. Prevailing theories assume that individuals with LD have difficulty learning because of a difference in information processing that may have a neurological basis. This difference can affect self-esteem, education, work, socialization, and daily living. Adult educators should be aware that few diagnostic tools are appropriate for use with adults. Adults with LD should assist in the assessment process, which is useful only to the extent that it helps adults live more fully. A combination of intervention strategies and teaching techniques is most effective in meeting the needs of these adults. Techniques include: assessing learning style and using multisensory techniques; motivating students through feedback and positive experiences; teaching memory techniques and transferable strategies; using compensatory aids such as tape recording, word processing, and computer-assisted instruction; and being organized and clear in instruction. (SK)