After several groups of parents began learning basic computer skills, it became evident that they were developing or evolving into a different relationship with their children; as the parents' skills in the area of computer literacy were strengthened, they became empowered to enter into the teaching and learning process. Writers on empowerment (a process through which people become able to influence those people and organizations that affect their lives and the lives of those they care about) have identified many interrelated actions that contribute to empowerment, including recognizing and valuing one's skills and knowledge; developing additional skills, obtaining more knowledge, and gaining more access to resources to interact more forcefully with people and institutions; and broadening interpersonal networks to overcome feelings of individual or family isolation. With these elements of empowerment in mind, adult educators must be sensitive and alert to creating an environment that will foster and encourage adults to change their perceptions about themselves and the social institutions affecting their lives. Particularly effective toward this end are learning environments that are noncompetitive and learning activities that revolve around play. As happened in the case of the parents studying computer skills, learning in a playful environment generates trust between students and teachers and helps learners build the sense of self-worth and self-confidence that is necessary to individual empowerment. (MN)