There are over 28 million children of alcoholics in the United States, 22 million of whom have now reached adulthood yet continue to experience emotional, mental, and physical effects of life in an alcoholic family. In the workplace, adult children of alcoholics (ACOAs) have recently become acknowledged as a group who face special challenges. The purposes of this study were to deepen the understanding of the issues that ACOAs face in the workplace; to test the efficacy of action science as a theory and method of intervention; and to examine the incidental and reflective learning practices of the interventionist as well as of the group participants. This study examined the incidental learning processes of a group of professionals who were self-identified ACOAs. Subjects were six self-identified adult children who met weekly with a facilitator (an adult child of an alcoholic herself) for 16 weeks. For the facilitator, much of her learning revolved around how to make judgment calls in situations which brought to the surface both therapeutic and educational issues. For the group, much of the experience involved learning from other's blind spots, the value of surrendering control of the learning process, and group empowerment. (Author/ABL)