The applicability of the Critical Incidents Technique as a potential research methodology for those in adult and continuing education is demonstrated in the study of 19 selected Kansas junior-community colleges and their respective administrators (totaling 38) at the vice-president, dean, and director levels. The two populations included those with academic (degree oriented) responsibilities and those with adult-continuing education and community service (non-credit) responsibilities. The objective was to identify administrative behavior which might lead to greater accomplishment of the adult-continuing education and community service function. Data were initially collected through a mailed questionnaire with followup information gathered by having each group report four incidents, two positive and two negative, relative to achievement of their administrative role. Findings are reported according to the questionnaire items which represented general and specific areas including administrative task characteristics, administrative practice, and program planning and development perceptions over both implementation and importance scales. The critical incidents are listed in two categories: positive or successful, and negative or unsuccessful. The paper also discusses the administrator effectiveness model on which the study was based, a definition of the Critical Incident Technique and its development, and recommendations for further research. A three-page bibliography concludes the study. (Author/MS)