SERIOUS PROBLEMS EXIST IN RETRAINING OLDER WORKERS, BUT WHERE AN APPROPRIATE METHOD OF TRAINING CAN BE DEVELOPED, OLDER TRAINEES CAN ACHIEVE RESULTS COMPARABLE WITH THOSE OF THEIR YOUNGER COLLEAGUES. SPECIFIC REQUIREMENTS OF THE MIDDLE-AGED LEARNER INCLUDE LONG AND UNINTERRUPTED LEARNING SESSIONS, GREATER CONSOLIDATION OF LEARNING BEFORE NEW SKILLS ARE ATTEMPTED, ACCURATE RESPONSES AND RAPID FEEDBACK DURING LEARNING, SELF-STRUCTURED LEARNING PROGRAMS AND AVOIDANCE OF COMPETITION, AND ACTIVE MENTAL PARTICIPATION DURING LEARNING (LEARNING BY DISCOVERY RATHER THAN BY ROTE). PROBLEMS OF STEERING OLDER WORKERS INTO TRAINING CAN BE ALLEVIATED THROUGH PERSONAL COUNSELING AND THE USE OF GROUP TRAINING. HOME STUDY COMBINED WITH PERIODIC PRACTICAL TRAINING AND GROUP TUTORIALS HAS BEEN SUCCESSFUL, ESPECIALLY WHEN TRAINEES HAVE HAD SOME LEARNING ACTIVITY SINCE LEAVING SCHOOL. REAL EMPLOYMENT SECURITY RESTS ON THE ABILITY TO MOVE FROM ONE JOB TO ANOTHER AND HERE TRAINING OF THE MIDDLE-AGED IN NEW SKILLS PLAYS A VITAL ROLE. THE YOUNG WORKER, TOO, MUST ACCEPT LIFELONG LEARNING IN A FLEXIBLE PATTERN OF WORK AND STUDY. THIS DOCUMENT IS THE SEPARATUM TO THE PROCEEDINGS OF THE INTERNATIONAL CONGRESS OF GERONTOLOGY (7TH, VIENNA, AUSTRIA, JUNE 26-JULY 2,1966). (AJ)