The basis for mid-career changes is investigated and ways in which academic counselors can help adults make the transition to a postsecondary educational institution are examined. Two general areas for initiating midcareer changes can be identified: personal motivations and environmental pressures. Nancy Schlossberg (1984) has developed a comprehensive model that serves as a guide for understanding the nature of adult transitions and determining how academic counselors can assist adults in transition. The model has these components: the transition itself, the environment in which the transition occurs, and the personal characteristics, psychological resources, and coping responses of the individual. Despite the requirements of long preparation time and high starting qualifications, high technology careers are popular targets for adults in mid-career changes because of the good employment outlook and compatible job duties. An informal survey conducted with nontraditional degree-seeking new students at the Ohio State University indicates that these students entering college face other transitions in their lives. To help adults in transition, academic counselors should be aware of the issues and use counseling skills effectively. Program changes should be made to ease the transition to college for adult students. Counselors should make the adult assume responsibility for all decisions, keep counseling general, focus counseling on the academic program, focus on removing educational barriers, and determine the adult's life and career development stages. (YLB)