In this report, the authors present the results of their analysis of who adult basic education (ABE) teachers are, how they approach their work, the challenges they face, and the concerns they have about their work. Using the teachers' own words as often as possible, this report describes teachers within their four roles, as: classroom teachers, program members, members of the field, and learners who are learning how to teach. The main implication of these findings is that ABE teachers require better preparation, but even that is not enough. Teachers need to be better supported if they are to provide high-quality instruction and services to students. This information suggests the beginnings of an improvement plan for teacher support. However, a plan for improving teacher preparation and working conditions should be built upon research that demonstrates the connection among well-trained, well-supported teachers, student persistence and achievement, and impact on students' lives. More research that investigates this connection are needed. A list of profiles of teachers is appended. (Contains 18 tables, 4 figures, and 41 footnotes.)