This handbook is intended for teachers new to adult basic education (ABE) programs and attempts to cover concepts of adult learning and the role of the educator as facilitator and resource for self-directed learners. Background information is provided concerning the phenomenon of illiteracy with discussions of basic principles (particularly functionality) behind actions toward its eradication. A short history of adult basic education programs is presented, demonstrating the increased emphasis on adult practical literacy education. Teaching strategies are identified based on the premise that adult students have unique characteristics as learners. Then andragogical theory is reviewed in the context of changes in self-concept, the role of experience, readiness to learn, and orientation to learning. Next, a chart that represents both pedagogical and andragogical assumptions and a list of 15 principles of teaching are presented. The final chapter provides a detailed outline, including a time frame for a four-session pre-service workshop for ABE teachers. This is followed by a brief bibliography. Appended are additional references to models of learning, a five-page competencies questionnaire, guidelines for the use of learning contracts, a sample learning contract, a two-part workshop evaluation form, and a learning need diagnostic guide. (BPB)