The purpose of this study was to identify the perceived barriers of adult learners to program in the State University of New York (SUNY) Manhattan Educational Opportunity Center (MEOC) from the perspectives of students and teachers. The study also sought to determine teachers' insights regarding means of motivating adult students to continue program participation. This study was primarily quantitative and employed the Professional Standards for Teachers in Adult Education: Self-assessment (PSTAE; 2008) as well as a program survey designed to assess the impact of situational, institutional, and dispositional deterrents. Data were collected through SurveyMonkey. The data resulting from this comparison between teachers' and students' perceived barriers to program participation were consistent with prior research in this area. The MPSTAE selfassessment results identified that use of technology was rated lowest in terms of mastery among the six standards related to helping adult learners. [For the complete proceedings, see ED576985.]