The Snygg-Combs theory of perception was examined as to its utility in subsuming and explaining the interaction of common elements found among variables in adult teaching and learning situations. Answers were sought to 15 questions regarding the origins, essential characteristics, criticisms, and methodologies of the theory; its philosophical implications for the man universe relationship, the nature of man and of learning, the role of an adult educator, and goals of adult education; and the development of theoretical and practical hypotheses and principles. Findings included these: (1) the immediate, effective antecedents of the theory are the American psychological training of Snygg and Combs, the therapeutic experience of Combs, pragmatic philosophy, and the psychologies of the Gestaltists, Freud, Adler, and William James; (2) the theory's determinism still assumes a reasonable range of individual choice and creative behavior as well as of personal responsibility; (3) an adult educator's role is to function as an adequate person and to use his individuality to facilitate perception; (4) the goal of education is to facilitate the growth of adequate personalities. This study developed 64 hypotheses and principles by synthesizing the theory with common elements found in adults and in adult education. (Author/LY)