Adult learners have unique developmental and social characteristics as compared to their traditional counterparts in higher education. Library instruction models used for traditional learners are not always effective when teaching adults. The author examines adult learner characteristics and adult learning theory and also uses personal professional experiences to suggest ways in which librarians can create more pedagogically effective and meaningful instruction. Eckerd College's Program for Experienced Learners serves as the model for this examination. (Contains 43 notes.)