The Center for Adult Education at Miami-Dade Community College (Florida) conducted a project to design a training program for adult basic education (ABE) instructors focusing on the specific skills and generic competencies that were associated with instructor success. The best source of information about the elements that constituted a successful ABE instructor was felt to be a group of ABE instructors who were perceived to be successful. "Successful" ABE instructors were nominated by administrators and other instructors to participate on a panel that was to identify and classify the skills and competencies which, in their estimation, constituted successful performance. Using the DACUM (Developing A Curriculum) process, the panel reached consensus on the following competencies and their rank order: (1) understanding the adult learner; (2) personal qualities; (3) knowledge of the field; (4) knowledge of teaching techniques; (5) creativity; (6) communication/interpersonal skills; (7) professionalism; and (8) management/organization. For each competency, specific skills were identified. An edited version of the competencies and skills served as the basis of a Delphi Questionnaire, which was mailed to 20 nationally recognized experts in the field, asking for a critical response to verify and/or supplement the list of competencies and skills. There was general agreement among the 12 respondents concerning the designation of most of the skills as "essential,""desirable," or "useful," and majority agreement about the rank order of the generic competencies. Based on panel recommendations and questionnaire responses, a list of "teachable" skills and competencies were developed, representing the elements that must be included in a training design for ABE instructors. (EJV)