In November 1995, an online survey was conducted of 113 adult literacy practitioners who were actively using the Internet. Respondents reported the following difficulties encountered in learning to use the Internet: purchasing and learning to use hardware or software; getting access to a telephone line; getting an Internet account; learning account commands; accessing the Internet provider server; and learning to use various Internet features. They reported the following kinds of supports and training as helpful in overcoming these difficulties: hands-on experience; a friend or colleague; manuals, guides, or printed instruction; training workshop(s); technical assistance by telephone; online technical assistance by electronic mail, a message forum, or in real time; a"techno-buddy" assigned to help by telephone or in person; and course(s). These Internet features were used, in order of priority: electronic mail, listservs, World Wide Web, gopher, uploading/downloading files, newsgroups, and file transfer protocol. The Internet was used for adult education activities such as: electronic mail exchange with colleagues; using listservs or message forums/newsgroups to get and share information about practice or policy; searching databases for information; research; work on projects with colleagues; reading online magazines or journals; reviewing teacher-made curricula or lesson plans; helping students; looking for paid or volunteer work opportunities; and searching online news databases for adult education-related information. (Contains six tables.) (YLB)