This paper attempts to provide information in response to the needs of educators of adults with learning problems. For the adult education teacher, information is offered on the nature of learning, information processing, problems that can be diagnosed, and strategies suitable for adults with learning problems. For the administrator, focus is directed toward programmatic implications and services for adults with learning problems. The first of four sections examines learning problems and provides observable characteristics of adults with learning problems, insight into how the brain functions, how information is processed, and some reasons learning problems exist. The second section looks at diagnosis of adult learning problems, including the purposes of a diagnosis and seven steps in the diagnostic procedure. Section 3 offers strategies for application of diagnosis to instruction. The discussion includes how learning problems affect teaching, remediation versus compensation, general learning strategies, and specific instructional strategies for specific learning problems. The final section provides recommendations for program planning and design by offering educational alternatives which incorporate the present knowledge of adult learning problems. (CT)