The nature of adult economics education provided in the United Kingdom is outlined, and a framework within which it might be investigated is suggested. Androgogical learning principles are critically appraised and are compared and contrasted to pedagogical principles. An adult economics course model is developed, against which actual courses may be compared. A conclusion reviews procedures and makes suggestions for improvement. A survey on the extent of adult economics education is reported that pertains to adult education institutes, places of work, prisons, and informal settings. Suggestions are given for improvement in the teaching of economics classes for adults. A list of 80 references is appended. (APG)