The concern of this study was to examine the role of education in altering the social and personal characteristics of disadvantaged adults. Data were collected through a review of the literature and have been limited mainly to research reports on remedial adult education programs. Findings showed that the disadvantaged, who are hampered by psychological disabilities, have the lowest income, the largest families, the poorest education, the highest incidence of ill health, the least change of employment, and little promise of a better future. Largely because of discrimination, the poverty subculture is compelled to evolve its own way of life, and programs of change seem doomed if they adhere to established patterns of contact. These programs should cope with the fundamental problem of overcoming the resistance of the disadvantaged to education. Specific details of educational planning to solve the problems inherent in programs designed for such adults are unavailable because of the scarcity of research. (Included are test instruments, an analysis of the programs, an extensive bibliography, instructions on ordering ERIC publications, and a list of other ERIC/AE publications.) (authors/ly)