The work of eight learning theorists was used to evaluate a proposed adult education/learning experience in an effort to operationalize a system for locating strengths and weaknesses in an instructional system prior to its implementation. Thirty-five implications for adult education were extrapolated from work representing the Behaviorist (B.F. Skinner), Neobehaviorist (Clark Hull, Donald Hebb, Albert Bandura, Robert Gagne), Cognitive (Jerome Bruner, David Ausubel), and Humanist (Carl Rogers) schools of learning. These implications were used as an evaluation tool through a seven-step process in which they were scored on a three-point scale. An adult education program was evaluated that was made up of four separate instructional units. Scale scores for each instructional unit were contrasted to locate units that used greater or lesser amounts of learning theory. Usage of individual implications were noted, and average number of implications per theorist was computed and used to identify high and low use of a theorist. The process identified strengths and weaknesses in the proposed instructional units in terms of adult learning theory, thus allowing for a restructuring of the learning experience before its presentation. (The tally sheet of scores is provided.) (YLB)