Findings of an investigation of ten public school adult basic education (ABE) programs in New York State indicate important implications for ABE programs which foster self-directed learning. Because of the significant relationship between the fostering and student preference for self-directed learning, adult educators should plan ABE programs to encourage the fostering of self-directed learning. Perhaps due to the small number of programs studied, a lack of significance was found between fostering self-directed learning and either (1) drop-out rate or (2) length of stay. If a relationship does exist in either or both of these cases, educators have reason to design programs fostering self-directed learning. Since neither student stipends nor achievement level influences preference for self-directed learning, ABE students may need to be given more responsibility for their own learning. Use of the Self-Directed Learning Situation Reaction Instrument (SDLSRI) to assess an adult learner's preference for self-directed learning may assist ABE teachers in program design. (The SDLSRI and rating form for self-directed learning programs are appended.) (YLB)