Attention to the quality of the learning environment (both the physical and human dimensions) is critical to positive outcomes for adult disadvantaged learners in basic education. It is necessary to understand the characteristics of the adult disadvantaged student, his/her social and cultural or ethnic background, and how these factors influence his/her classroom behavior and learning ability. If extraneous problems such as unemployment, lack of child care, medical needs, and so on divert the adult learner from the classroom, the teacher should try to help the student to gain access to the community resources available to solve them. It is crucial to the success of the adult learning program that the classroom situation promote the individual's self-worth and healthy self-concept, rather than diminish it. Another factor crucial to effective teaching of adult students is that the subect matter be relevant to their concerns, and not the same as that taught to elementary students. Similarly, adult students must be treated as adults with adult status and not relegated to submissive roles. The classrooom situation as far as possible should be a "we" situation, with students participating in setting objectives and classroom management. Opportunities for support or discussion groups are often helpful, as is the process of individualizing instruction. Finally, reinforcing a sense of community in the classroom should help to enhance the learning environment and the learning process for adult disadvantaged students. Awareness of these suggestions may enable the teacher of the adult disadvantaged to facilitate students' learning experience. (KC)