The first section of this paper includes a brief review of adult development literature with a focus on life-stages. A study of 325 adults who completed questions about themselves is also reported. Areas of concern for important proportions of the sample are noted. Adult development programming can begin with these data-supported focal points. The second section offers a scheme for reviewing adult development programming. Identified dimensions include: targets of programs (e.g., individual, family); purposes of the programs (e.g., remediation, development); methods of programs (e.g., classes, workshops); sources of programs (e.g., universities, businesses); and contents of programs. The author's focus is on "deliberate psychological education" which anticipates potential problem areas and provides necessary coping skills. The third section discusses a possible response to adult development program needs by a large university with teaching, service, and research missions. This response would emphasize skills important to the functioning of the adult as well as theory and research. In addition to learning to work with data, people, and things, one would learn to work with "self" and to design individual responses to the changing environment. (Author)