Classes for senior adults (adults sixty years old or older, or retired) have become commonplace. Many instructors have no experience with this kind of student, so the need for instructors trained in special learning theories and practices that apply to senior adults has been identified. This report is designed to serve as a refresher or supplement to a faculty inservice seminar series on adult learning theory. Areas covered include publicity, course planning, class scheduling, classroom setting, instructional techniques, retention, objectives, learning activities, and physical and emotional factors. An outline for a class in health education for senior adults is included, as well as a sample interest survey. (AH)