The agents most successful in reaching and teaching those most in need of basic skills instruction are the community-based organizations (CBOs). They come into being in response to social and economic problems faced by their constituents--disadvantaged minorities, the poor, the unemployed, and the alienated. Because of their close ties to the communities they serve, CBOs recruit and retain persons who would not align themselves with a public school or program staffed by outside personnel. A common thread among CBOs is "empowerment." Two CBO examples are the Dungannon Development Commission, formed by residents of an isolated Appalachian mountain community, and the Highbridge Community Life Center in New York City's South Bronx, whose activities and services address the needs and aspirations of the residents. Key features of CBOs are that they are of the community, instructional settings are noninstitutional and nonthreatening, respect for learners is valued more than teachers' academic credentials, paid staff work as facilitators, curriculum is based on participants' perceived needs, the instructional style is highly participatory, and essential support services are provided. Most CBOs operate on shoestring budgets, while receiving the least funding from public and private sources. The Association for Community Based Education is the only national body organized to represent CBOs. (YLB)