While there is a considerable body of literature on adult correctional education, this literature almost exclusively deals with teachers and students working within incarceration settings, where students are in jail or prison. There is a lack of research on the experiences of teachers working with students who are a part of the correctional system but are placed within the community, i.e., community corrections. In this study the author examines the experiences of teachers working with court-mandated, community corrections students in GED/ABE programs. Seven adult education teachers share their experiences in this phenomenological study. The findings of the study indicate a special relationship, a chiasm, between teachers and students. Implications of this chiasm, an experience described by Merleau-Ponty, are explored. (Contains 4 figures and 3 tables.)