This report discusses an interview study that examined the thinking about adult learning of major decision makers, staff development practitioners, and influencial researchers. Brief descriptions are presented of assumptions inferred from the interview data: (1) adult learning experiences are envisioned as potentially similar for all individuals; (2) designs for adult learning through staff development are based upon the learning styles of the participants; (3) if an activity or experience cannot be assigned meaning, learning does not occur; (4) meaning is established by the interaction of experience and purpose; (5) experience must be processed through self-reflection, analysis and critique; (6) the creation and resolution of cognitive dissonance is a critical element in learning; (7) learners recognize cognitive dissonance; (8) significant learning results in transformation of the self; (9) the emerging self and learning are synergistically related; (10) relationships are important in the emergence of the self; (11) learning is a process of emancipation; (12) learning is a self-directing process; (13) adult development is not automatic, but is a function of emancipation, purpose and self-critique; (14) how adults learn, derive meaning, identify interests, and find purpose is not considered developmental; and (15) language development and thought are interrelatd and important to self-direction. These findings are translated into recommendations that can alter how teachers are trained and receive inservice programs. (JD)