This document suggests ways in which principles of adult learning theory can help educators understand and facilitate the progress of the nontraditional, mature student. In addition, it examines the continuing education of the adult learner who is involved in teacher inservice education. After a preface and introduction, five sections make up the bulk of the document, followed by a four-page bibliography and an appendix that describes the University of Florida's functional/collaborative approach to the development of inservice teacher and administrator training programs. Among the five major sections, one examines social forces affecting adult learning activity; the second section describes various attempts at building learning theory that incorporates how adults learn; the third section recognizes congruencies between adult learning principles and continuing professional education; the fourth lists indicators of institutional commitment to adult learners; and the fifth section includes suggestions for improving teacher inservice education. (CML)