One of the most important implications for professional adult educators drawn from this review of the literature (emphasizing seven research studies which focus on the individual learner) stems from the increasing evidence that adults plan a great deal of learning for themselves without any assistance or intervention from professional adult educators. The studies indicate that an adult's learning project is a specific, personal, and individualized effort. The need of reliable subject matter resources for self-planned learning projects challenges the adult educator to increase the diversification in "packaging" subject matter (e.g., tapes, cassettes, single topic newsletters, television) for individual learning projects. Learners perceived, probably accurately, that group learning did not fulfill personal goals. Current education models must change; new techniques for building learner goals into group learning activities must be explored. People engaged in self-planned learning need and want help with their learning. How will coordinating mechanisms be formed to provide the necessary counseling, resources and referrals? Future studies must focus on the major areas and issues of self-planned learning. (Author/AJ)