A study examined the experience of teachers, students, and college administrators in the following three open learning schemes for adult students in Great Britain: Flexistudy at Abraham Moss Open College, the mathematics and communications workshops at Bradford College, and the Technical Education Council programs at Moston College of Further Education. The satisfactions and dissatisfactions expressed by the teachers involved in the programs could be grouped into the following five clusters: becoming involved, controlling knowledge, dealing with the complexity of the method, addressing the complexity of the role, and handling the personal distance inherent in the programs. Starting open learning schemes, involving staff, providing administrative support, determining staffing schemes, accounting for resources, and determining the location of an open learning scheme within the structure of a given college were all seen as issues of open learning programs that are of particular concern for college administrators. The comments that the teachers and administrators provided with respect to these issues were used as the basis for formulating a series of questions for teachers and administrators planning to develop open learning programs. (This report ends with lists of questions for teachers and administrators. The questions for teachers address various aspects of getting and being involved in open learning schemes, and those for administrators deal with purpose and motive procedures for setting up a program, staff and staff development, management information, and future development.) (MN)