A key factor in implementing an individual program for professional development among educators of adults is the availability and accessibility of the resources, about which there are specific issues and concerns. The numerous print and non-print resources, which are available through various organizations, often in different languages, fall into six general areas: social instruments, institutions, publications and other information sources, administrative supports, human expertise, and awards. The task is to provide access for adults sometimes through alternative means, to all of the learning resource opportunities and alternatives so that they may select the most appropriate at the particular time and place. As with all learning, the learner is the key, and accessibility, which includes identification and selection, should be viewed from the point of view of the user. In order to identify resources, it is of prime importance for the individual to define the problem to be resolved through a statement of clear and explicit objectives. Other factors affecting accessibility include physical limitations, psychological and intellectual factors, and the ability of the learner to use the resources. Basic documents developed at the Clearinghouse of Resources for Educators of Adults at Syracuse University provide a guide for accessibility to resources. (CWM)