The self-directed learning guide consists of three parts: The Learner, The Teacher, and Learning Resources. Part 1 contains four inquiry projects which examine the importance of self-directed learning, its assumptions, required competencies, and learning plan design. The nature of the inquiry between author and teacher in Part 2 is to explore the implications for teachers of having self-directed learners as students. Knowles visualizes the teacher role as that of facilitator of learning rather than teacher, procedural guide rather than content transmitter. The reader is led through a semester graduate course in "The Nature of Adult Education," taught by the author, where the teacher performs as a facilitator and resource to self-directed learners. Part 3 consists of 15 learning resources: a comparison of assumptions and processes, competencies of self-directed learning, a learning contract, descriptions of self-directed learners, relationship-building exercises, a consultation skill-practice exercise, a self-assessment exercise, a content-course self-assessment instrument, guidelines for stating objectives, questioning strategies/techniques, relating methods to objectives, exercises in reading a book proactively and using human resources proactively, types of evidence for different objectives, and examples of rating scales. The appendix contains guidelines for contract learning. (EA)