In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for exploration. Key findings include: (1) Adult learners' ways of knowing can change significantly, even over a short period of time; (2) Cohorts are important to both supporting and challenging adult learners; (3) Differences in complexity of meaning systems are not highly associated with level of formal education; and (4) Developmental level shapes adult learners' choices, preferences, and experience of program learning. [This is a companion document to "Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures Of Mind." For the full report, see ED508683. For the executive summary, see ED508685.]