Drawing from a review of the literature, this paper explores the role of university and community college faculty in teaching the growing number of adult students and potential adult students. First, section I offers background on the growth in adult enrollments at Fullerton College (California). Next, section II profiles the adult college student, exploring the social, psychological, and demographic characteristics of the adult learner; barriers for adult learners; the motivations of adult learners; and the implications of these characteristics for college educators. Section III reviews studies of adult learning, exploring the learning capacity of adults and their preferences for highly structured instruction, innovative learner-centered activities, and relevant content. Adult learning theories and teaching methods are highlighted in section IV, touching on the andragogical use of self-directed learning, learning contracts, structured inquiry, competency-based education, and experiential learning. Section V focuses on teaching techniques for adult students. It begins by posing some philosophical and practical questions about how adults should be taught, and then offers guidance for using andragogy in teaching, utilizing methods which require active participation, facilitating discussion, and teaching students to teach themselves and others. This section also includes a discussion of the special aspects of corporate training programs. Finally, section VI presents a summary and recommendations. (EJV)