Since communication education in nonacademic settings has emerged as an alternative career opportunity for a number of communication graduates, it is important that there be an understanding of the differences between teaching in academic and nonacademic settings. The major philosophical differences center on three issues: the first involves the nature of the teacher roles and learner roles which affect the type of relationship that is established in teacher-learner transactions; the second deals with the determination of the content of learning; and the third concerns the evaluation perspective that determines the criteria for judging the learning experience. Three basic needs are shared by students of communication in academic and nonacademic settings, but these needs must be approached differently for each group. The first need is for a language for talking about communication. Second, both groups need personal feedback on communication behavior, and third, both need concreteness and immediacy in learning new communication skills. The teacher in a nonacademic setting must have an understanding of the differences that exist and be able to meet the needs of the nonacademic learner. (JF)