In this paper, we outline English language teaching practices from a private language school in Serbia. We use data from qualitative interviews with six English language instructors from one private language school in Serbia to understand how these individuals prepare for and teach adult learners. We discuss these based on the andragogical process design, which offers a step-by-step approach to teaching adults, and highlight key elements and challenging issues from the perspectives of six language instructors. Finally, based on our findings, we outline practical implications related to teaching English as an additional language to adult learners. As the focus of this paper is on practical implications, this paper will be useful to instructors who teach adult learners, especially those who teach English as an additional language or administrators in charge of organizations in which such teaching occurs. As we discuss issues related to both linguistics and adult learning, scholars and practitioners from both fields will also benefit from reading this paper. [For the full proceedings, see ED625421.]