Due to increased interest in adult learning, the state of transition in which many between ages sixteen and sixty-five find themselves, and the large number of adults lacking requisite job skills, there is an institutional planning emphasis on programs with adults in mind. Planners must be aware of barriers preventing adults' participation in postsecondary education. Barriers are classified as situational, dispositional, and institutional. Research on the motivation for adults to seek learning is necessary to plan adequately and to allow adults access to education. It has been hypothesized that adult learning is most often motivated by family change or career transitions and career influences. John Valley, author of Lifelong Learning in America, suggests nine strategies for improving lifelong learning in most local settings. The Paltridge, Regan, and Terkla (1978) study suggests four models of community organization, bringing community resources and needs for continuing education together with the needs and interests of educational institutions to attract adult students and develop effective adult programs. In each model, the point of contact is an adult information and counseling center. (Models and explanations are included.) Many changes and revisions are being made in federal legislation to accomodate adult learning and encourage its development. (FP)