Whole language learning implies that teachers look at adult learners as whole persons rather than just ESL learners. It asks the teachers to see the learners in their classes as parents, spouses, employees or business owners, neighbors, churchgoers, and members of various communities. In other words, when they approach learners in their classes as whole persons, they view them as adults with accomplishments, responsibilities, relationships, personal histories, and hopes. Moreover, whole language encourages the teacher and the learner to look at language not in segments but as a whole. In whole language, all language skills are integrated, class participants learn about the cultures of their peers and their communities, social rules are openly discussed, and class activities incorporate the students' knowledge and talents. Based on adult second-language acquisition research and whole-language principles, this chapter describes some best practices for teaching adults in ESL classrooms.