This learning module was designed to familiarize community college instructors with the characteristics of nontraditional students and with strategies for providing these students with a positive learning environment. After introductory material offering a rationale for the module, Part I provides a list of key concepts, a statement of learning objectives, and a pretest. It then discusses the characteristics of nontraditional students, including their external locus of control, and examines the differences in the motivation and expectations of these students and their instructors. Profiles are then presented of four typical nontraditional students: a displaced homemaker; a chronically unemployed, black veteran; a 48-year-old, blue-collar worker trying to begin a new career; and an immature 17-year-old with poor motivation and an unrealistic view of her academic skills. Exercises are then provided which offer descriptions of the classroom behaviors typical of these four prototypes and require instructors to name similar students from their experience and list the actions they have taken in response to the students' needs. A post-test concludes Part I. Part II presents 15 strategies for improving interpersonal relations and communication with nontraditional students and 16 suggestions for modifying the classroom environment to better meet their needs. Learning activities are provided to help instructors apply the module's content in the classroom. (JP)