Language and literacy teachers in adult education vary widely in personal background, educational training, professional experience, interest in language and literacy, and enthusiasm for teaching. Teaching context and focus may differ greatly. Because of funding realities, teachers often need to find a balance between their own views of responsible and appropriate literacy education and the requirements and expectations of the funding source and other stakeholders. Language and literacy teachers may define their goals differently, or vary in their instructional approach. Despite this diversity, most language and literacy teachers share the feeling that they receive inadequate support and compensation for their efforts and are not given sufficient opportunities for professional development. As a starting point, these teachers want to be: (1) treated with respect and dignity; (2) provided with opportunities to learn and grow at their own pace and meet their individual professional goals; and (3) regarded as experts capable of understanding and interpreting the relationship between classroom teaching and student learning. Just as learners need different kinds of input at various stages of language and literacy development, teachers also need differentiated support depending on where they are as teachers and individuals. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)