A study evaluated effectiveness of learner, curriculum, and personnel divisions of the Adult Basic Education (ABE) program in Alabama. Six ABE components were assessed through analysis of data obtained from interviews, questionnaires, state ABE files, and relevant literature. ABE administrative staff, supervisors, teachers, learners, and cooperating agencies responded to questions concerning goal setting, recruitment, staffing, inservice education, instruction, and cooperation. Teachers appeared more concerned about affective areas of the curriculum than supervisors. Supervisors did not seem to engage in long-range planning. Newspaper and radio were the major recruitment methods. Supervisors were not eager to engage in staff improvement. In the area of instructional improvement, supervisors did not encourage use of programmed materials, there was a high degree of learner involvement, and the individualized approach was utilized to an insufficient degree. Cooperating agencies believed in ABE's ability to provide basic skills to the community. A representative group of adult educators from Alabama and the southeastern section of the nation responded to a comparative analysis of the current ABE program and ideal standards established via an ABE opinionnaire. The responses resulted in eleven recommendations. (Appendixes present the six evaluation instruments used in the survey.) (YLB)