A combination of demographic, economic, and technological factors has led to a recent growth in adult learning that is likely to intensify in the next decade. As the members of the baby boom population move further along in their pursuit of careers, they will encounter considerable limitations in their upward occupational mobility. In addition, members of subsequent generations will be at an even greater disadvantage in their efforts to dislodge experienced workers of the baby boom generation who are entrenched in positions above them. The prospect of these eventualities has implications not only for postsecondary institutions but also for secondary schools. As the terminus of the compulsory school system, secondary schools will increasingly be called upon to prepare their graduates to succeed in a world requiring almost constant learning and adaptation. Particularly needed will be efforts to teach youth about adult development and learning patterns; to help youth arrive at realistic expectations for their lives as adults, and to encourage youth to think about lateral as well as vertical mobility, sources of satisfaction beyond work, and the possibility of longer periods in noncareer-level jobs. Researchers, policy makers, and practitioners alike need to become involved in devising and implementing strategies for encouraging lifelong learning skills among high school youth. (MN)