These eight papers are intended to help prepare trainers of mine safety for an expected influx of younger workers as experienced miners retire and acquaint the trainers with strategies they can use to enhance their training effectiveness. "Principles of Adult Learning: Application for Mine Trainers" (Kathleen M. Kowalski, Charles Vaught) reviews the process and principles of adult learning and presents a learning model that discusses goals, content, delivery, assessment, and remediation. "Getting Through to Greenhorns: Do Old Training Styles Work with New Miners?" (Launa Mallett et al.) discusses issues related to training new generations of miners with learning style preferences and training needs that differ from those of Baby Boomers and other older miners. "An Overview of the Evaluation Process for Mine Trainers" (Launa Mallet, Dana Reinke) provides trainers and decision makers with a framework for planning and assessing training evaluation strategies; presents Kirpatrick's (2001) model of evaluation categories; and discusses how to start an evaluation plan and ways to collect data. "Innovative Alternatives to Traditional Classroom Health and Safety Training" (Michael J. Brnich et al.) discusses a technique for incorporating worker participation into fire prevention and safe equipment operation training. "Considerations in Training On-the-Job Trainers" (Bill Wiehagen et al.) focuses on on-the-job training as a method for teaching miners safety and production skills. "Releasing the Energy of Workers to Create a Safer Workplace: The Value of Using Mentors to Enhance Safety Training" (Thomas W.Camm, Elaine T. Cullen) discusses the mentor-protege model for teaching miners. "Developing Toolbox Training Materials for Mining" (Floyd D.Varley, C.M.K. Boldt) describes how mine trainers can develop their own tailgate training--short (usually 10-15 minutes) weekly sessions conducted onsite prior to work shifts and involving work crews. "Communicating the Same Message with Different Media: An Example from Hearing Loss Prevention" (Robert F. Randolph et al.) discusses why multiple versions of an educational message involving different delivery systems--can reach a diverse population more effectively than a single version. (YLB)