The study described in this report was conducted to assess the intellectual development of adult learners in a community college using William Perry's cognitive development framework. After introductory material provides a rationale for the investigation of the intellectual development of adult students, the purpose of the study is presented. The next section provides a conceptual framework for the study, explaining Perry's schema of nine sequential positions of intellectual and ethical development; the six positions that comprise the dualistic and relativistic levels of development; and the views of learning and instruction that are characteristic of these positions. Next, study methodology is discussed, indicating that: (1) an essay test asking students to describe their ideal learning environment was used to test 50 students aged 22 or older in fall 1982; (2) independent raters gave a three-digit rank on dimensions of how respondents viewed knowledge, authority, and self; and (3) one-half hour long interviews were conducted with six respondents to clarify survey information, by asking students to discuss their reactions to a conflict situation regarding knowing/authority/self. The final section presents and discusses findings, looking at the positions of the respondents on the Perry Scheme of Cognitive Development and the relationship of age and major to ratings. This section also looks at the behavioral and attitudinal characteristics of students exemplifying various positions. (HB)