Extension educators can benefit from using a variety of styles when participating in learning and problem-solving coalitions. The first section of this paper describes nine stages of the coalition-building process, which can be grouped into three phases. In the emergence phase, issues and concerns have heated up and risen to the surface, and factions with a stake in the issues have been called to an initial meeting by a convener. In the stabilization phase, coalition members understand each other's values, interests, goals, and preferences. Norms, procedures, and rules for operating are established and form the basis for future work. In the activation phase, work on the issues is accomplished. This may involve learning, problem solving, action planning, implementation, evaluation, and sometimes renewal and redirection. The second section warns of coalition members who view a formal process as manipulative and suggests that other effective approaches to coalition building may exist and should be sought out. The third section emphasizes that the style or process used by an issues educator must fit the audience, and describes the changes in extension education over the years from a single-discipline endeavor to one requiring interagency cooperation. Extension faculty must analyze their style of teaching and the learning styles of their audience, and be able to adapt their facilitation style. Issues education styles are based on amount of subject-matter expertise and level of process skills. (KS)