Although basic education and English as a Second Language constitute core components of adult education, older persons have not been a target for language programs until recently. Research indicates a great need for and interest in adult basic education among language-restricted seniors who seek the every day rewards of language fluency. Gerontologists can help in meeting these needs through research into learning characteristics and motivation of older learners, field and evaluation research on programs serving adults in a variety of settings, training adult educators, and advising in the preparation of curriculum materials. No single discipline or profession has access to all elements critical to a successful literacy program for older students. Rather, interdisciplinary and inter-institutional collaboration among senior center administrators, social service agency workers, curriculum development specialists, and educational administrators is essential for success in the recruitment, counseling, and placement of students; the training and supervision of instructors; the preparation of instructional materials; and liaison with educational funding agencies. The ideal program delivery system must coordinate the efforts of various institutions and disciplines with the purpose of language mastery for older adults. Gerontologists can serve as a catalyst in bringing together these different elements and creating linkages within and outside the college. (KL)