This study sought to detect major trends and areas in the use of television in adult education and to suggest useful generalizations. Research studies were grouped by program source, educational method, program format, production techniques, program reception, and viewer reaction. These communication categories were then correlated, with the learner as a constant factor. Major findings included the following: (1) educational television (ETV) viewers generally have similar socioeconomic and social participation characteristics but differ in their goal and reward orientations; (2) the main factors in ETV viewing and adult education participation seem to be learning skills and attitude toward educational institutions and methods; (3) there is a difference in learning between voluntary, at-home ETV audiences and involuntary at-home or in-school audiences. Five conceptual models attempted to show that ETV effectiveness depends on interrelated viewer, medium, and message requirements. However, research has not shown how the various adult audiences in need of education can best be reached. (author/ly)