Part of a larger longitudinal study evaluating newly formed centralized school districts, this study was made to determine the relationship of certain background characteristics of young adults in rural Wisconsin to their participation in adult education and to their attitudes to such participation. The independent variables were: type of school district graduated from, intelligence and achievement scores in Grade 12, parental socioeconomic status, respondents' socioeconomic status, participation in voluntary youth organizations, parental levels of participation in voluntary organizations, personal and social behavior inventory scores, and levels of formal education beyond high school. Adult education participation and attitudes proved to be significantly related to intelligence, total academic achievement, level of postsecondary education, and socioeconomic status; while graduation from reorganized districts correlated favorably, but not significantly, with higher participation. Lack of money and the self-impression of not being the studious type were the chief barriers to participation. Interest was strongest in vocational, technical, and business subject areas, and in regular high school and university courses. (Included are a bibliography, numerous tables, and the questionnaires used.) (ly)