Adults may seek out learning at different times in their lives, for different reasons, and for vastly different purposes. Some of the reasons are to achieve pre-determined goals; to fill education gaps; to explore options and make choices; to develop personally; to perform a job or role better; or to enhance employment prospects. Learning itself is not always about gaining skills and knowledge, but can be described as changes in knowledge, understanding, skills, attitudes, and behaviors. These three conditions must be present for learning in adults to occur: raw data and experiences; time and freedom from threat; and sufficient prior meaning or perspectives to handle new information. "Learning to learn" describes a process in which a learner's independence and autonomy in learning increases over time. Learning to learn strategies help adult learners to improve generic skills; undertake self-directed learning; select and use resources effectively; engage in critical and reflective practice; communicate and collaborate with greater confidence; and organize their learning. There are four different types of adult learners: active, reflective, theorizing, and experiential. The role of voluntary participation in creating motivation for learning is important. (Conditions of learning for adults and implications for teaching are summarized. Includes 12 references.) (MO)