The reasons why undereducated individuals choose not to participate in adult education were examined in a comparative, qualitative case study that was conducted in eight nonmetropolitan sites (including the pilot site) in diverse economic regions across Kentucky. Data were collected from the following sources: in-depth interviews with 84 adults (10-15 at each site) who had not chosen to participate in adult education; 4 focus group interviews; and 5 informational interviews. Key findings included the following: (1) adult education programs compete directly with everyday priorities such as work, family, and community responsibilities; (2) the public perceives adult education as General Educational Development (GED) certificate preparation; (3) undereducated adults often do not perceive the GED as an appropriate goal; and (4) there is no single marketing campaign that will reach the diverse population of undereducated nonparticipants in adult education. It was concluded that, to be more effective, adult education providers must assume a client-centered philosophy of practice that respects prior experience, prioritizes relevant content, and emphasizes a problem-solving approach to learning. Eighteen implications for program providers, professional development consultants, and policymakers were identified, along with four areas for further study. (Appended are the following: study methodology; interview protocol; and quantitative results. The bibliography contains 44 references.) (MN)