This document explores whether state certification of adult educators can contribute to a more professional work force. The document begins by listing perceived advantages and disadvantages of certification and defining certification. The following reasons for supporting certification are presented: assuring professional competence; promoting professionalism; improving academic programs; and achieving greater work force retention. The following types of learning leading to certification are identified: single workshops, conferences, workshop series, summer institutes, university coursework, peer coaching, action research, and self-directed learning. Discussed next are the following certification-related concerns: losing teachers to better-paying jobs; exclusion of current and potential teachers; lack of significance; and lack of data. Existing state certification policies and practices are reviewed. The questions of whether English-for-speakers-of-other-languages instructors and volunteer instructors should be certified are considered. Presented next are case studies of efforts to increase the professionalism of adult education systems through certification in Minnesota, Kansas, and Arkansas. The case studies' findings are summarized to show that the positive effects that developing certification policies can have on states' commitment to adult education and on relationships among educators at the state and local levels. Twenty-nine endnotes are provided along with annotated listing of 12 recommended resource materials and organizations. (MN)