A study was performed to investigate the psychosocial characteristics of adult basic education (ABE) and adult secondary education (ASE) students and the extent to which these concerns are affected by educational experiences. Several research questions were formulated; for example, what proportion of ABE/ASE students have a "favorable ratio" of positive aspects of an ego-stage crisis over the negative aspects? Seventy-two volunteer ABE/ASE students, aged sixteen to seventy, were given a self-description questionnaire to determine their perceptions of their psychosocial characteristics. Also, an educational experience questionnaire was administered to determine the extent to which students believed their educational programs helped them deal positively or negatively with their concerns for trust, autonomy, initiative, and/or industry. The proportion of mistrusting students in the sample was greater than the proportion of trusting students; but the proportion having high pertinent concerns for trust was greater than the proportion having low pertinent concerns for trust. ABE/ASE students viewing themselves as having a sense of positive autonomy was greater than the proportion viewing themselves as having a sense of shame and doubt. It appears from another finding of this research that ABE/ASE programs are generally doing well in promoting positive psychosocial development and in controlling negative influences. (CSS)