This report examined adult learning principles which were developed through an analysis and synthesis of the literature in adult education, andragogy, teaching and learning, and other related fields. The report consists of six sections. The first section deals with background assumptions relevant to the field of adult education and adult learning. Section 2 describes characteristics of adult learners and resulting principles of adult learning under the following nine headings: physiological characteristics; self-concept; emotions; stress and anxiety; past experience; time; motivation; paradox; learning styles and abilities; and developmental states and transitions. Section 3 outlines some of the characteristics of the learning situation, resulting principles of adult learning, and implications for adult teaching under three headings: teaching behaviors, design of teaching process, and characteristics of teachers. Section 4 describes some basic applications of the adult learning principles to program planning, and section 5 examines the application of these principles to the retraining and professional development of teachers in the elementary and secondary school system. Finally, the sixth section provides a summary of thirty-six adult learning principles, with implications for facilitating and program planning related to each principle. (BM)