Teacher perspectives on the adult education profession were examined in a national survey designed to improve understanding of the current cadre of "professional" adult educators and assess their experiences, needs, and preferences for professional development. A 31-item questionnaire, called the Professional Development Kit Needs Assessment, was distributed to each 466 adult education programs nationwide (five survey packets per program). The mailing of 2,330 questionnaires yielded 423 usable responses (response rate, 18%). The survey revealed a striking degree of similarity between the preparation and experience of adult basic education, General Educational Development, and English-as-a-second-language teachers. Nearly half those surveyed stated that the primary purpose of professional development activities should be to provide teachers with classroom techniques that they could use immediately. The respondents' highest professional development priorities were as follows: add to instructional skills, add to knowledge of teaching adults, improve knowledge of how people learn in content areas; learn to incorporate technology into instruction; learn how other teachers conduct their practice; and improve classroom management skills. Eighty-eight percent of respondents believed that they made the correct decision when deciding to become an adult education practitioner. (The bibliography lists 19 references. Fifteen tables/figures and the survey instrument are appended.) (MN)