A variety of responses to lifelong learning issues are contained in these essays by 12 practitioners directly involved in non-traditional educational alternatives. Sheila Gordon and Augusta Souza Kappner analyze the demographics, motivation, and environment of returning adult students. Peter Smith looks at the educator as facilitator rather than professor. Joanne Pertz presents a change strategy, focusing on ways to gain institutional acceptance and support for lifelong learning. Frank Christensen stresses the role of graduate programs, employing institutions, and individual faculty members in heightening the competence of educators as facilitators. C. Richard Eisele recommends that counseling services for returning adult students be based on their developmental needs and be integrated with other college programs. E. Sharon Hayenga and Hope Isaacson discuss competency-based education for adult learners and Linda Reisser suggests approaches to recruiting adult students. Gordon Cowperthwaite considers the external degree option. Jamison Gilder examines policy questions related to adult education and suggests revision of state and federal laws and administrative regulations, funding formulas, and cooperative policies. Barry Heermann looks at six areas that are essential in transforming the traditional community college. Jack Friedlander reviews ERIC documents describing adult learning programs. (JM)