A basic consideration in selecting teachers of adult nonreaders should be the characteristics of the adult nonreader. While training and experience are essential, the most desirable characteristics of the effective teacher do not necessarily require degrees, certificates, or coursework. An awareness of the adult nonreader's attitudes, temperaments, motivations, family background, potentialities, and ultimate goals should enable the teacher to cope with the student's needs. This should be strengthened by the teacher's personal qualities: (1) acceptance of his own strengths, weaknesses, and responsibilities, (2) a genuine appreciation of the student's interests, needs, and accomplishments, (3) a wide range of interests, (4) compassion and empathy, and (5) fairness to all students. The greatest potential, however, could be the former students of adult education classes who succeeded while retaining insight into the problems and hopes of functional illiterates. (NS)